Child Care and Early Education Research Connections

Skip to main content

Parent teaching, cumulative instability and school readiness for children attending Head Start preschool

Share
Description:
This study investigated relations between parent teaching, cumulative instability/chaos and school readiness in a group of 130 children attending a Head Start preschool. Cumulative instability/chaos negatively predicted fall school readiness as well as spring school readiness. Parent teaching did not predict fall school readiness but did predict spring school readiness. Fall school readiness predicted spring school readiness, suggesting the possibility that this variable helped to carry the effect of cumulative instability/chaos, as measured in the fall of the preschool year, to spring school readiness. Fall school readiness mediated the relationship between fall cumulative instability and spring school readiness. Implications for intervention efforts are discussed. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
Pennsylvania

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Promoting positive parent-child relationships through Early Head Start home visits

Reports & Papersview

Understanding Head Start children and families in spring 2020: FACES 2019 descriptive data tables and study design

Reports & Papersview

Navigating remote delivery of assessments for Head Start children during the COVID-19 pandemic

Reports & Papersview
Release: 'v1.9.0' | Built: 2022-06-13 15:23:18 EDT