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The Development of Reading Skills in Kindergarten Influence of Parental Beliefs About School Readiness, Family Activities, and Children’s Attitudes to School

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Abstract

Children’s early home learning experiences are important influences on children’s adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children’s attitudes to school as reported by parents, and children’s reading achievement in kindergarten. The analyses draw on data from 3309 children who participated in the Early Childhood Longitudinal Study of Kindergartners. The analyses use structural equation modeling to test the influence of parent and family influences, including sociodemographic variables on children’s attitudes to school and children’s reading achievement in the kindergarten year. Analyses revealed that parents’ readiness beliefs and family activities were significantly related to children’s reading skills. Family activities were related to children’s attitudes about school, but these attitudes were not related to the development of reading skills. The findings suggest that higher engagement in shared parent–child activities may be an important focus in intentional efforts aimed at enhancing early reading achievement. Early childhood educators and other family practitioners can encourage parents to participate in home activities with their children because these activities encourage language interactions which are important to the development of children’s literacy.

Résumé

Les premières expériences d’apprentissage des enfants à la maison influencent fortement leur adaptation et leur réussite durant les premières années d’école. Cette étude explore les relations entre les croyances parentales sur la maturité scolaire, l’engagement familial vis-à-vis d’activités d’apprentissage à la maison, les attitudes des enfants à l’école tel que rapporté par les parents et la réussite en lecture des enfants en maternelle (5 ans, grande section). Les analyses s’appuient sur les données recueillies auprès de 3309 enfants participant à l’Early Childhood Longitudinal Study of Kindergartners (Étude longitudinale en petite enfance des enfants de maternelle, ECLS-K). Ces analyses utilisent la modélisation par équation structurelle pour tester l’influence des parents et de la famille, y compris les variables sociodémographiques, sur les attitudes des enfants à l’école et sur leur réussite en lecture durant l’année de maternelle. Les analyses révèlent que les conceptions des parents quant à la maturité et les activités familiales sont liées significativement aux habiletés en lecture des enfants. Les activités familiales sont liées aux attitudes des enfants envers l’école mais ces attitudes ne sont pas liées au développement des habiletés en lecture. Ces résultats suggèrent qu’il serait important de consacrer des efforts accrus à un meilleur engagement dans les activités partagées entre parents et enfants afin d’améliorer les aptitudes en lecture à un âge plus précoce. Les éducateurs de la petite enfance et autres intervenants auprès des familles peuvent encourager les parents à participer à des activités à la maison avec leurs enfants car celles-ci favorisent les interactions langagières qui sont importantes pour le développement de l’alphabétisation des enfants

Resumen

Las experiencias de los niños con el aprendizaje temprano en el hogar son influencias importantes en la adaptación y el éxito en los primeros años de la escuela. Este estudio examina las relaciones entre las creencias de los padres sobre la preparación para la escuela, la participación de la familia en actividades de aprendizaje en el hogar, en las actitudes de los niños hacia la escuela según lo informado por los padres, y el éxito de los niños en cuanto a la lectura en el kindergarten. Los análisis se basan en datos de 3309 niños que participaron en el Estudio Longitudinal de Aprendizaje Temprano de Niños de Kindergarten [Early Childhood Longitudinal Study of Kindergartners (ECLS-K)]. Los análisis emplean el modelado de ecuaciones estructurales para probar las influencias de los padres y la familia, incluyendo variables socio-demográficas en las actitudes de los niños hacia la escuela y el éxito de lectura de los niños en el año de kindergarten. Los análisis revelaron que las creencias de los padres en cuanto a la preparación y las actividades familiares estaban relacionadas significativamente con las competencias de lectura de los niños. Las actividades familiares estaban relacionadas con las actitudes de los niños hacia la escuela, pero estas actitudes no estaban relacionadas con el desarrollo de competencias de lectura. Los resultados sugieren que una mayor participación en las actividades compartidas entre padres e hijos puede ser un enfoque importante en los esfuerzos intencionales dirigidos a mejorar el éxito de la lectura temprana. Los educadores de primera infancia y otros profesionales familiares pueden animar a los padres a que participen en actividades en casa con sus hijos porque estas actividades estimulan interacciones de lenguaje que son importantes para el desarrollo de la alfabetización de los niños

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  1. Department of Child and Family Studies, Syracuse University, 144H White Hall, Syracuse, NY, 13244, USA

    Eunjoo Jung

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Jung, E. The Development of Reading Skills in Kindergarten Influence of Parental Beliefs About School Readiness, Family Activities, and Children’s Attitudes to School. IJEC 48, 61–78 (2016). https://doi.org/10.1007/s13158-016-0156-2

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  • DOI: https://doi.org/10.1007/s13158-016-0156-2

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