Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories

Puccioni, Jaime

doi:10.1080/00220671.2013.850399

Cited by 88 publications

(93 citation statements)

References 67 publications

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“…Our results demonstrated that parents' school readiness beliefs were positively associated with their home‐based involvement, which in turn was positively associated with measures of school readiness. These findings are likewise consistent with previous studies linking parents' readiness‐related beliefs and expectations to parents' use of learning‐related activities and achievement (Puccioni, , ; Sy & Schulenberg, ). However, the results presented in this study extend previous research by simultaneously examining the degree to which parents' school readiness beliefs and parental involvement are associated with children's academic and socio‐emotional competencies during the transition to kindergarten.…”

Section: Discussionsupporting

confidence: 91%

“…Parental academic socialization, which includes parents' beliefs, expectations, and behaviours, which are intended to influence children's school‐related outcomes, has received growing attention as a way to support children's early development and the transition to elementary school (Puccioni, , ; Sonnenschein, Metzger, & Thompson, ; Taylor, Clayton, & Rowley, ). Scholars suggest that academic socialization plays an important role in children's school‐related outcomes (Hoover‐Dempsey et al, ; Puccioni, ; Sonnenschein et al, ). Moreover, scholars suggest that academic socialization may be shaped by family sociodemographic characteristics (Taylor et al, ; Yamamoto & Sonnenschein, ).…”

Section: Introductionmentioning

confidence: 99%

“…It is commonly assumed that the importance parents place on school readiness has the potential to shape their practices and children's outcomes during the transition to elementary school. In fact, several studies have demonstrated that parents' views about school readiness correspond with their practices (Puccioni, ; Sy & Schulenberg, ), and children's early academic achievement (Barbarin et al, ; Joe & Davis, ; Puccioni, , ; Sy & Schulenberg, ). However, few studies have examined the degree to which parental academic socialization also impacts kindergarten children's socio‐emotional competencies.…”

Section: Introductionmentioning

confidence: 99%

“…Broadly speaking, academic socialization encompasses parents' education‐related beliefs, goals, and expectations, which guide their efforts to support children's learning and education (Hill, ; Puccioni, ; Suizzo, Pahlke, Yarnell, Chen, & Romero, ; Taylor et al, ; Yamamoto & Sonnenschein, ). The current study is guided by the conceptual model of academic socialization proposed by Taylor et al (), which suggests that parents' cognitions about schooling influence their behaviours and practices, which in turn contribute to children's early learning and socio‐emotional competencies during the transition to elementary school.…”

Section: Introductionmentioning

confidence: 99%

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Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Puccioni

Baker

Froiland

2019

Infant and Child Development

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The current study examines associations among parents' school readiness beliefs, home‐based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and home‐based involvement practices were positively associated with children's academic achievement and socio‐emotional competencies. In addition, parents' school readiness beliefs were positively related to their home‐based involvement practices. In other words, parents who placed more importance on school readiness engaged in more home‐based involvement practices and had children with higher levels of academic achievement and socio‐emotional competencies. Results also showed that parents' school readiness beliefs were more strongly related to academic achievement in comparison to socio‐emotional competencies. Findings also demonstrated variation in parents' school readiness beliefs and involvement by race/ethnicity and socio‐economic status. Overall, findings suggest that efforts to encourage and support parental involvement should pay attention to parents' school readiness beliefs and home‐based involvement practices. Highlights This paper describes the relationship among parents' school readiness beliefs, home‐based involvement, and children's academic achievement and socio‐emotional competencies. Structural equation modelling revealed school readiness beliefs were positively related to home‐based involvement, which in turn was positively associated with children's academic achievement and socio‐emotional competencies. Parents' school readiness beliefs are an important target for enhancing children's academic achievement and socio‐emotional competencies during the transition to kindergarten.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Puccioni

Baker

Froiland

2019

Infant and Child Development

Self Cite

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“…Haridusteaduste instituut, Tallinna Ülikool, Narva mnt 25, 10120 Tallinn; neudorf@tlu.ee riiklikke õppekavu (Bennett, 2005;Oberhuemer, 2005aOberhuemer, , 2005bUrban & Dalli, 2008;Urban, Vandenbroeck, van Laere, Lazzari, & Peeters, 2012), pöö-rata suuremat tähelepanu laste koolivalmiduse tagamisele ning õpitegevustele (Belfield & Garcia, 2014;Einarsdottir, 2006;Platz & Arellano, 2011;Puccioni, 2015), standardiseeritult hinnata laste õpi-ja arengutulemusi (Gunnarsdottir, 2014) ning rangemalt reguleerida lasteaiaõpetajate professionaalsuse nõudeid (Osgood, 2009;Urban, 2008). Need tendentsid ilmnevad hoolimata sellest, et Euroopa Komisjoni, UNESCO ja teiste rahvusvaheliste organisatsioonide konsensusliku arusaama järgi on alusharidus laiapõhjaline ja holistlik ning toetab laste õpetamist, kasvatamist ja arendamist tasakaalustatult .…”

Section: Sissejuhatusunclassified

The preschool teachers’ beliefs about children’s general skills according to the Estonian national curriculum: an added explanation to the causes of the “schoolification” of early childhood institutions

Neudorf¹,

Ugaste²,

Tuul³

et al. 2017

EHA

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AnnotatsioonViimase aja rahvusvaheline tendents alushariduses on koolistumine ehk õppe-ja kasvatustegevuse suurem sarnanemine üldhariduskooliga. See avaldub eelkõige õppimise esmatähtsustamises ja laste arengu pidevas hindamises. Paljude uurijate hinnangul põhjustab seda ühiskondlik surve tagada laste koolivalmidus ja alusharidusasutuste konkurents eri huvirühmade ootuste täitmisel. Uurimuse eesmärk on välja selgitada lasteaiaõpetajate uskumused riikliku õppekava üldoskuste väär-tuslikkuse ehk olulisuse kohta ning nende enesetõhususe hinnangud asjaomaste tegevuste leidmisele ja üldoskuste hindamisele. Ankeedis hindas 729 Eesti lasteaiaõpetajat koolieelse lasteasutuse riiklikus õppekavas (2008) esitatud üldoskuste olulisust ning nende omandamiseks vajalike tegevuste leidmise ja üldoskuste hindamise lihtsust. Uurimistulemustest selgub, et mänguoskusi kui senist alushariduse prioriteeti peetakse olulisimaks, ent tegevuste leidmisel ja hindamisel on lihtsam keskenduda tunnetus-ja õpioskuste kui traditsiooniliselt akadeemiliste oskuste valdkonnale. Laste üldoskuste arendamiseks vajaksid õpetajad koolitusi, mis oleksid seotud pigem tegevuste leidmise ja tulemuse hindamisega, mitte üldoskuste olulisuse teadvustamisega.

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Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

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Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home‐based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study‐Birth Cohort to examine the differences in Asian, Black, Latino, and White children's early reading and math skills at kindergarten entry and whether parents' knowledge of children's development and home‐based activities mediate the relation. Parents' knowledge of children's development was assessed when children were 9 months. Home‐based activities, including home literacy and enrichment, were assessed when children were preschool age. Asian and White children started kindergarten with significantly higher reading and math scores than Black or Latino children. There also were significant differences across groups in the frequency of engagement in home literacy and enrichment activities. Associations between race/ethnicity and reading/math scores were mediated by parents' knowledge of children's development and home literacy activities. Discussion addresses the importance of parents' knowledge of educationally relevant activities and how to engage in such activities to foster children's reading and math skills and to close racial/ethnic gaps. Highlights This paper examined racial/ethnic difference in children's reading and math skills in kindergarten and explores whether parents' knowledge of children's development and home‐based activities mediate the relation between race/ethnicity and children's reading and math skills. By using data from the Early Childhood Longitudinal Study Birth Cohort, this study found that there were systematic racial/ethnic differences in parents' knowledge of children's development, home‐based activities, and children's reading and math skills at the start of kindergarten. Parents' knowledge of children's development and home‐based activities were found to mediate the association between race/ethnicity and children's reading and math skills for all groups.

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Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories

Cited by 88 publications

References 67 publications

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

The preschool teachers’ beliefs about children’s general skills according to the Estonian national curriculum: an added explanation to the causes of the “schoolification” of early childhood institutions

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

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