Abstract
This article discusses the findings from a mixed-method study examining the relationship between social resources and levels of parent involvement in state-funded preschool programs in Illinois. Using survey data from the Illinois Birth to Five Evaluation (n = 843) and interviews with ten preschool administrators who completed the survey, the study found the number of social resources provided by a program was positively associated with levels of parent involvement. The correlation analysis (r = −0.22, p = .0001) and analysis of variance (ANOVA) F(2,708) = 23.19, p = .0001 findings both demonstrated positive relationships wherein high numbers of social resources were associated with higher levels of parent involvement in programs. Administrator interviews confirmed survey findings and suggested additional influences on parent involvement levels and use of social resources in programs. Implications for supporting child welfare and policy recommendations for early childhood programs are provided.
References
Arnold, D. H., Zeljio, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74–90. Retrieved from http://web.ebscohost.com.flagship.luc.edu/ehost.
Bost, K. K., Vaughn, B. E., Boston, A. L., Kazura, K. L., & O’Neal, C. (2004). Social support networks of African-American children attending Head Start: A longitudinal investigation of structural and supportive network characteristics. Social Development, 13(3), 394–412. doi:10.1111/j.1467-9507.2004.00274.x.
Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
Cresswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Fuller, B., & Kagan, S. L. (2000). Remember the children: Mothers balance work and child care under welfare reform. Growing up in poverty project 2000; wave 1 findings–California, Connecticut, Florida. Berkeley, CA: Graduate School of Education-PACE, University of California. Retrieved from Graduate School of Education-PACE website: http://pace.berkeley.edu.
Garbarino, J., & Ganzel, B. (2000). The human ecology of early risk. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 76–93). New York, NY: Cambridge University Press.
Garcia-Coll, C., & Magnuson, K. (2000). Cultural differences as sources of developmental vulnerabilities and resources. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 94–114). New York, NY: Cambridge University Press.
Gonzalez-DeHass, A. R., Willems, P. P., & Doan Holbein, M. F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99–123. doi:10.1007/s10648-005-3949-7.
Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Wiley.
Hardy, F., & Darlington, Y. (2008). What parents value from formal support services in the context of identified child abuse. Child and Family Social Work, 13, 252–261. Retrieved from http://web.ebscohost.com.flagship.luc.edu/ehost.
Henry, G. T., Henderson, L. W., Ponder, B. D., Gordon, C. S., Mashburn, A. J., & Rickman, D. K. (2003). Report of the findings from the Early Childhood Study: 2001–02. Atlanta, GA: Georgia State University, Education Policy Group. Retrieved from Georgia State University website: http://www.gsu.edu/~wwwsps/publications/2003/earlychildhood.htm.
Kim, H. S., Sherman, D. K., & Taylor, S. E. (2008). Culture and social support. American Psychologists, 63(6), 518–526. doi:10.1037/0003-066X.
Kirp, D. L. (2007). The sandbox investment: The preschool movement and kid’s first politics. Cambridge, MA: Harvard University Press.
Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Laible, D. (2007). Attachment with parents and peers in late adolescents: Links with emotional competence and social behavior. Personality and Individual Differences, 43(5), 1185–1197. doi:10.1016/j.paid.2007.03.010.
Lopez, E. J., Ehley, S., & Garcia-Vazquez, E. (2002). Acculturation, social support and academic achievement of Mexican and Mexican American high school students: An exploratory study. Psychology in the Schools, 39(3), 245–257. Retrieved from http://web.ebscohost.com.flagship.luc.edu/ehost.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
Mo, Y., & Singh, K. (2008). Parents’ relationships and involvement: Effects on students’ school engagement and performance. Research in Middle Level Education Online, 31(10), 1–11. Retrieved from http://web.ebscohost.com.flagship.luc.edu/ehost.
Nells, S. M., & Rae, G. (2008). Brief report: Peer attachment in adolescents. Journal of Adolescence, 32(2), 443–447. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/.
Olds, D. L., Sadler, L., & Kitzman, H. (2007). Programs for parents of infants and toddlers: Recent evidence from randomized trials. Journal of Child Psychology and Psychiatry, 48(4), 355–391. Retrieved from http://web.ebscohost.com.flagship.luc.edu/ehost.
Rimm-Kaufman, S. E., & Pianta, R. (2005). Family-school communication in pre-school and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16(3), 287–316. doi:10.1207/s15566935eed1603_1.
Ritchie, S., & Willer, B. (Eds.). (2008). Standard 7: Families and standard 8: Community relationships: A guide to the NAEYC early childhood program standards and related accreditation criteria. Washington, DC: National Association for the Education of Young Children.
Schweinhart, L. J. (2004). A school administrator’s guide to early childhood programs (2nd ed.). Ypsilanti, MI: High/Scope Press.
Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The high/scope perry preschool study through age 27. Ypsilanti, MI: High/Scope Press.
Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early child development. Washington, DC: National Academy Press.
Simmons, B. L., Gooty, J., Nelson, D. L., & Little, L. M. (2009). Secure attachments: Implications for hope, trust, burnout and performance. Journal of Organizational Behavior, 30(2), 233–247. doi:10.1002/job.585.
Thompson, M. S., & Peebles-Wilkins, W. (1992). The impact of formal, informal, and societal support networks on the psychological well-being of black adolescent mothers. National Association of Social Workers, 37(4), 322–328. Retrieved from http://web.ebscohost.com.flagship.luc.edu/ehost.
Urdang, E. (2008). Human behavior in the social environment (2nd ed.). Binghamton, NY: Haworth Social Work Practice Press.
U.S. Department of Health and Human Services, Administration for Children and Families (DHHS-ACF). (2005). Head start impact study: First year findings. Washington, DC: Government Printing Office. Retrieved from the U.S. Department of Health and Human Services, Administration for Children and Families website: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/first_yr_finds/firstyr_finds_title.html.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Hilado, A., Kallemeyn, L., Leow, C. et al. Supporting Child Welfare and Parent Involvement in Preschool Programs. Early Childhood Educ J 39, 343–353 (2011). https://doi.org/10.1007/s10643-011-0471-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-011-0471-z