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  P-3 PARENT ENGAGEMENT
 
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Families, Powered On: Improving Family Engagement in Early Childhood Education Through Technology - Technology can help address barriers that hinder family engagement in early childhood education, empowering families to become better home educators while improving connection and communication between school and home. Among recommendations: use online translation tools when teacher-parent language is a problem, allow children to communicate via cameras and microphones with their families while they are in early childhood education settings, show parents how to access videos and apps for ideas on at-home activities. (Lindsay Daugherty, et al., Rand, November 2014)...

Preschool-to-Kindergarten Transition Patterns for African American Boys - Four patterns emerged following a study of African American boys transitioning from preschool to kindergarten. Just over half (51%) of the boys showed significant academic gains. A sizeable group (19%) were low preschool achievers whose scores fell further after transition. The smallest group (11%) were early preschool achievers who declined academically and behaviorally in kindergarten. Then there were consistent early achievers - 20% - who were high performing achievers in preschool and remained so in kindergarten. (Iheoma Iruka, Frank Porter Graham Child Development Institute, University of North Carolina, January 2014)...

The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills - Researchers looked at 95 studies conducted over the past 10 years on how family involvement affects literacy, math, and social-emotional skills of children three to eight. They found family involvement is important for literacy and math; a few studies found positive relationships between with social-emotional skills. The weakest link was between family involvement at school and children's outcomes. With direction, parents from diverse backrounds can become more engaged with their children. Recommendations are made for future inquiry. (Frances L. Voorhis et al. MDRC, October 2013)...

Early Childhood Program Participation, From the National Household Education Surveys Program of 2012 - This report presents data on the early care and education arrangements and early learning of children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten in the spring of 2012. The report also presents data on parentsí satisfaction with various aspects of these care arrangements and on their participation in various learning activities with their children. For each category of information included in the report, the results are broken down by child, parent, and family characteristics (NCES, August 2013) ...

Children With Parental Involvement in Home Literacy Activities: 1993 and 2007 - Table 234 in the Statistical Abstract of the United States: 2012. (U.S. Census Bureau, September 2011)...

Engaged Families, Effective Pre-K: State Policies that Bolster Student Success - This Pre-K Now report reviews the body of research on family engagement in pre-k and describes a comprehensive approach programs can take to connecting with families and incorporating their experiences and perspectives in decision-making about children's education, the curriculum and professional development. It also offers policy recommendations and outlines best practices for states on monitoring and supporting family engagement activities, training teachers and administrators and including parent-representatives in state early learning advisory councils. (Deborah Roderick Stark, Pre-K Now, June 2010)...

Home-School Differences: What it Means for Kindergarten Readiness - This brief discusses findings of a study showing that consistency of instructional and disciplinary approaches between the home and classroom environments is not always beneficial. Research suggests that when both teachers and parents are authoritarian in their interactions with pre-kindergartners, children tend to be less successful than when one party fosters their independence, provides them opportunities to make choices and supports them with encouragement and feedback. (Stacie Goffin, National Center for Research on Early Childhood Education, May 2010)...


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