Advertisement

International Journal of Early Childhood

, Volume 34, Issue 1, pp 45–60 | Cite as

Parent participation in children’ school readiness: The effects of parental self-efficacy, cultural diversity and teacher strategies

  • Janette Pelletier
  • Julaine M. Brent
Articles

Abstract

Many early intervention programs have been shaped by the notion that children’s development should be studied in the contexts of family and community. Reciprocal parent-child interaction is a key feature of child development in those contexts. Parent involvement, parental self-efficacy and parenting style are factors that influence parent-child interactions and contribute to early development, the transition to school, and future child outcomes. This study examined parent factors and teacher strategies to foster parent involvement and efficacy in a unique Canadian preschool intervention program in the Greater Toronto area. ESL (n=64) and English-speaking (n=59) parent groups, who participated in schoo-based Parenting and Readiness Center programs with their 4-year olds, were compared on goals for participation, parenting style, feelings of self-efficacy as a result of program participation and on their perceptions of teachers as model. Overall findings suggest that parents who perceive themselves as more effective are more involved in their children’s education at the pre-school level. Teacher strategies are described as a key feature in facilitating parent involvement and parental self-efficacy.

Keywords

Parent Involvement Parenting Style School Readiness Efficacy Belief Mastery Experience 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84(2), 191–215.CrossRefGoogle Scholar
  2. Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory.Journal of Social and Clinical Psychology, 4(3), 359–373.Google Scholar
  3. Bandura, A. (1989). Human agency in social cognitive theory.American Psychologist, 44, 1175–1184.CrossRefGoogle Scholar
  4. Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.),Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.Google Scholar
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.Google Scholar
  6. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning.Child Development, 67, 1206–1222.CrossRefGoogle Scholar
  7. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool patterns.Genetic Psychology Monographs, 75, 43–88.CrossRefGoogle Scholar
  8. Bernhard, J., Friere, M., Pacini-Ketchbaw, V. & Villanueva, V. (1998). A Latin-American parents’ group participates in their children’s schooling: Parent involvement reconsidered.Canadian Ethnic Studies, 3, 77–98.Google Scholar
  9. Bernhard, J., Lefebvre, M.L., Kilbride, K.M., Chud, G, & Lange, R. (1998). Troubled relations in early childhood education: Parent-teacher interactions in ethnoculturally diverse child caresettings.Early Education & Development, 9 (1), 5–28.CrossRefGoogle Scholar
  10. Bowman, B. (1994). The challenge of diversity.Phi Delta Kappan, 76 (3), 218–224.Google Scholar
  11. Bronfenbrenner, U. (1974). The origins of alienation.Scientific American, 231, 53–61.CrossRefGoogle Scholar
  12. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development.American Psychologist, 32, 513–531.CrossRefGoogle Scholar
  13. Bronfenbrenner, U. (1979a).The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Google Scholar
  14. Bronfenbrenner, U. (1979b). Contexts of child rearing: Problems and prospects.American Psychologist, 34 (10), 844–850.CrossRefGoogle Scholar
  15. Bronfenbrenner, U. (1984). The parent child relationship in our changing society. In E.K. Arnold (Ed.),Parents, children and change (pp. 45–57). Lexington, MA: Lexington Books.Google Scholar
  16. Burchinal, M., Campbell, F., Bryant, D., Wasik, B. & Ramey, C. (1997). Early intervention and mediating processes in cognitive performance of children of low-income African American families.Child Development, 68, 935–954.CrossRefGoogle Scholar
  17. Cameron, D. (2002 in preparation). The influence of parenting style on the cognitive strategies used by preschoolers. Doctoral thesis in preparation. Toronto, Ontario, Canada: Ontario Institute for Studies in Education of the University of Toronto.Google Scholar
  18. Chao, R. K. (1996). Reconceptualization of the authoritarian parenting style and parental control: Some initial items. Paper presented at the 14th Biennial International Society for the Study of Behavioural Development Conference, Quebec City, Quebec, Canada.Google Scholar
  19. Chen, F. & Luster, T. (1999). Chinese parenting reconsideration: Parenting practices in Taiwan. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Albuquerque, NM.Google Scholar
  20. Coleman, P. K. & Karraker, K.H. (1998). Self-efficacy and parenting quality: Findings and future applications.Developmental Review, 18, 30–46.CrossRefGoogle Scholar
  21. Coleman, P.K. & Karraker, K.H. (2000). Parenting self-efficacy among mothers of school-age children: Conceptualization, measurement, and correlates.Family Relations, 49, 13–24.CrossRefGoogle Scholar
  22. Comer, J.P. & Haynes, N.M. (1991). Parent involvement in schools: An ecological approach.The Elementary School Journal, 91 (2), 271–277.CrossRefGoogle Scholar
  23. Corter, C., Harris, P. & Pelletier, J. (1998). Parent participation in elementary schools: The role of school councils in development and diversity. Report to the Ontario Ministry of Education and Training, Toronto, Ontario, Canada.Google Scholar
  24. Daniels, S. (1995). Can pre-school education affect children’s achievement in primary school?Oxford Review of Education, 21, 163–177.CrossRefGoogle Scholar
  25. Darling, N. & Steinberg, L. (1993). Parenting style as context: An integrative model.Psychological Bulletin, 113, 487–496.CrossRefGoogle Scholar
  26. Delgado-Gaitan, C. (1991). Involving parents in the schools: A process of empowerment.American Journal of Education, 100 (1), 20–46.CrossRefGoogle Scholar
  27. Eccles, J.S. & Harold, R. D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth & J.F. Dunn (Eds.),Family-school links, how do they affect educational outcomes? (pp. 3–34). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  28. Elder, G.H. (1995). Life trajectories in changing societies. In A. Bandura (Ed.),Self-efficacy in changing societies (pp. 46–68). New York: Cambridge University Press.Google Scholar
  29. Epstein, J. (1995). School, family and community partnerships: Caring for the children we share.Phi Delta Kappa, 76 (9), 701–712.Google Scholar
  30. Epstein, J., Coates, L., Salinas, K.C., Sanders, M.G. & Simon, B.S. (1997).School, family and community partnerships. Thousand Oaks, CA: Corwin Press, Inc.Google Scholar
  31. Fitton, L. & Gredler, G. (1996). Parental involvement in reading remediation with young children.Psychology in the Schools, 33, 325–332.CrossRefGoogle Scholar
  32. Fullan, M. (2001).The new meaning of educational change. New York: Teachers College Press.Google Scholar
  33. Furstenberg, F.F., Eccles, J., Elder, G.H., Cook, T. & Sameroff, A. (1999).Urban families and adolescent success. Chicago, IL: University of Chicago Press.Google Scholar
  34. Graue, E. (1999). Diverse perspectives on kindergarten contexts and practices. In R. Pianta & M. Cox (Eds.),The transition to kindergarten (pp. 109–142). Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
  35. Griffith, J. (1996). Relation of parent involvement, empowerment, and school traits to student academic performance.Journal of Educational Research, 90, 33–41.Google Scholar
  36. Grolnick, W., Benjet, C., Kurowski, C. & Apostoleris, N. (1997). Predictors of parent involvement in children’s schooling.Journal of Education Psychology, 89, 538–548.CrossRefGoogle Scholar
  37. Ho, E. & Willms, J.D. (1996). Effects of parental involvement on eighth grade achievement.Sociology of Education, 69, 126–141.CrossRefGoogle Scholar
  38. Hofstede, G. (1986). Cultural differences in teaching and learning.International Journal of Intercultural Relations, 10, 301–320.CrossRefGoogle Scholar
  39. Hoover-Dempsey, K.V. & Sandler, H.M. (1997). Why do some parents become involved in their children’s education?Review of Educational Research, 67, 3–42.Google Scholar
  40. Hoover-Dempsey, K.V., Bassler, O.C. & Brissie, J.S. (1992). Parent efficacy, teacher efficacy, and parent involvement: Explorations in parent-school relations.Journal of Educational Research, 85, 287–294.Google Scholar
  41. Jerusalem, M. & Mittag, W. (1995). Self-efficacy in stressful life transitions. In A. Bandura (Ed.),Self-efficacy in changing societies (pp. 177–201). New York: Cambridge University Press.Google Scholar
  42. Johnson, D.L., Walker, T.B. & Rodriguez, G.G. (1996). Teaching low-income mothers to teach their children.Early Childhood Research Quarterly, 11, 101–114.CrossRefGoogle Scholar
  43. Keating, D.P. & Miller, F. (1999). Individual pathways in competence and coping: From regulatory systems to habits of mind. In D.P. Keating & C. Hertzman (Eds.),Developmental health and the wealth of nations: Social, biological, and educational dynamics (pp. 220–233). New York: Guilford Press.Google Scholar
  44. La Paro, K. & Pianta, R. (2000) Predicting children’s competence in the early school years: A meta-analytic review.Review of Educational Research, 70 (4), 443–484.CrossRefGoogle Scholar
  45. Le Mare, L. (in press). Understanding HIPPY in the context of contemporary perspectives on development, risk, and intervention. In M. Westheimer (Ed.),Lessons learned: 10 years of HIPPY research (pp. 2–16). Vancouver, British Columbia, Canada: Magnes Press.Google Scholar
  46. Macleod, F. (1996). Integrating home and school resources to raise literacy levels of parents and children.Early Child Development and Care, 117, 1123–1132.CrossRefGoogle Scholar
  47. Meisels, S. (1999). Assessing readiness. In R. Pianta & M. Cox (Eds.),The transition to kindergarten (pp. 39–66). Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
  48. Missouri Department of Elementary and Secondary Education (1999). School entry assessment project. Kansas City, MO: Author.Google Scholar
  49. Moll, L. C. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. C. Moll (Ed.),Vygotsky and education (pp. 319–348). Cambridge, England: Cambridge University Press.Google Scholar
  50. Moll, L.C., Amanti, D., Neff, D. & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms.Theory into Practice, 21 (2), 32–141.Google Scholar
  51. Oettingen, G. (1995). Cross-cultural perspectives on self-efficacy. In A. Bandura (Ed.),Self-efficacy in changing societies (pp. 149–175). New York: Cambridge University Press.Google Scholar
  52. Okagaki, L. & Frensch, P. (1998). Parenting and children’s school achievement: A multiethnic perspective. American Educational Research Journal, 35 (1), 123–144.Google Scholar
  53. Olmstead, P.P. (1991). Parent involvement in elementary education: Findings and suggestions from the Follow Through Program.The Elementary School Journal, 91 (3), 221–231.CrossRefGoogle Scholar
  54. Pettit, G., Bates, J. & Dodge K. (1997). Supporting parenting, ecological context, and children’s adjustment: A seven year longitudinal study.Child Development, 68, 908–923.Google Scholar
  55. Pianta, R. & Cox, M. (Eds.) (1999). The transition to kindergarten. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
  56. Pianta, R., Rimm-Kaufman, S. & Cox, M. (1999). Introduction: An ecological approach to kindergarten transition. In R. Pianta & M. Cox (Eds.),The transition to kindergarten (pp. 3–12). Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
  57. Power, C. & Hertzman, C. (1999). Health, well-being, and coping skills. In D.P. Keating & C. Hertzman (Eds.),Developmental health and the wealth of nations: Social, biological, and educational dynamics (pp. 41–54). New York: Guilford Press.Google Scholar
  58. Reynolds, A., Mavrogenes, N., Bezruczko, N. & Hagemann, M. (1996). Cognitive and family-support mediators of preschool effectiveness: A confirmatory analysis.Child Development, 67, 310–331.CrossRefGoogle Scholar
  59. Roberts, J.E., Rabinowitch, S., Bryant, D.M., Burchinal, M.R., Koch, M.A. & Ramey, C.T. (1989). Language skills of children with different preschool experiences.Journal of Speech and Hearing Research, 32, 773–786.Google Scholar
  60. Robinson, C.C., Hart, C.H., Mandleco, B.L., & Olsen, S.F. (1996). Psychometric support for a new measure of authoritative, authoritarian, and permissive parenting practices: Cross-cultural connections. Paper presented at the 14th Biennial Conference of the International Society for the Study of Behavioural Development, Quebec City, Quebec, Canada.Google Scholar
  61. Rosales, J. (1991). Forging an alliance in a multi-ethnic school community.The School Community Journal, 1 (2), 53–55.Google Scholar
  62. Rutter, M. (2001). Biological and experiential influences on psychological development. Paper presented at the Millennium Dialogue on Early Child Development, Toronto, Ontario, Canada.Google Scholar
  63. Seefeldt, C., Denton, K., Galper, A. & Younoszai, T. (1999). The relation between Head Start parents’ participation in a transition demonstration, education, efficacy, and their children’s academic abilities.Early Childhood Quarterly, 14 (1), 99–109.CrossRefGoogle Scholar
  64. Steinberg, L., Darling, N.E. & Fletcher, A.C. in collaboration with Brown, B.B. & Dornbusch, S.M. (1995). Authoritative parenting and adolescent adjustment: An ecological adjustment. In P. Moen, G.H. Elder, & K. Lusher (Eds.),Examining lives in context: Perspective on the ecology of human development (pp. 467–519). Washington, DC: American Psychological Association.Google Scholar
  65. Swick, K. & McKnight, S. (1989). Characteristics of kindergarten teachers who promote parent involvement.Early Childhood Research Quarterly, 4, 19–29.CrossRefGoogle Scholar
  66. Watkins, T. (1997). Teacher communications, child achievement, and parent traits in parent involvement models.The Journal of Educational Research, 91, 3–14.Google Scholar
  67. Zellman, G. & Waterman, J. (1998). Understanding the impact of parent-school involvement on children’s educational outcomes.The Journal of Educational Research, 91, 370–380.CrossRefGoogle Scholar

Copyright information

© Springer 2002

Authors and Affiliations

  • Janette Pelletier
    • 1
  • Julaine M. Brent
    • 1
  1. 1.Ontario Institute for Studies in Education of the University of TorontoCanada

Personalised recommendations