A Strengths-Based Qualitative Analysis of Family Experiences with Schools Across the Transition from Head Start to Kindergarten

• In Event: Poster Session 08
  In Poster Session: PS 08 Topic - Education, Schooling

Abstract

Existing research suggests alignment is needed across contexts to provide consistently high-quality interactions during the kindergarten transition, yet there is a need to understand how families interpret social interactions during this crucial period if we seek to promote parents’ involvement (Kim et al., 2019; Mashburn, 2017; Yelverton & Mashburn, 2018). Further, teacher-family contact decreases across the transition to kindergarten, with the frequency of home visits declining and content of written correspondence having a more negative valence, suggesting a need to investigate this area through the lens of alignment and understand families’ perceptions of these interactions (Rimm-Kaufman & Pianta, 1999). To foster access to high-quality early learning for children from marginalized groups, we need to understand how families from marginalized groups interact with schools: the kindergarten transition is a key time for educational equity, as low-income families benefit most from transition programs, yet are among the least likely to actually access the programs (Ansari & Crosnoe, 2018; Pears & Peterson, 2018; Schulting et al., 2005). Accordingly, the present study addressed this issue using qualitative interview methods to understand primary caregivers’ experience with the kindergarten transition. Participants were 12 parents/guardians of children enrolled in an ethnically and socioeconomically diverse public school district’s Head Start program. A combined purposeful sampling strategy was applied, blending maximum variation and snowball sampling (Patton, 2015). Interviews were conducted in interviewees’ preferred language of either English or Spanish and took place once in the spring before the transition and again in the fall after the transition. All interviews were conducted using semi-structured interview protocols (Patton, 2015; Rubin & Rubin, 2011). Using the verbatim transcripts, the research team conducted a content analysis to identify themes in caregivers’ perceptions of the transition. Results indicate the benefits of parent teacher home visits, a structured transition program, and the schools’ appreciation for and engagement with multiculturalism. Yet, families also voiced a disconnect regarding how parents ought to be involved and insufficient communication about children’s learning. Specifically, at the kindergarten level, families expressed frustration with decreased access to their children’s classrooms, asserted that teachers should welcome them in more, and expressed a lack of communication regarding learning objectives to which their children were accountable. In sum, families reported largely positive experiences with the transition and reaffirm existing findings regarding the benefits of home visits and transition programs (e.g. Wildenger & McIntyre, 2011), but also highlight two potential areas for intervention in the kindergarten transition. First, schools may benefit from negotiating meaningful roles for family members to be involved in their children’s education such that familial funds of knowledge are valued and activated, thus facilitating parent involvement among marginalized groups (Gonzalez et al., 2006; Hensley, 2005; Malsch et al., 2011; Rios-Aguilar et al., 2011). Second, schools may need to develop ways to communicate teachers’ expectations for learning so that families feel informed and equipped to play a supporting role in their children’s success in kindergarten and beyond, with a focus on personalized strategies to value families’ assets in transition activities.

Authors

• Karlyn R. Adams-Wiggins, Portland State University
  Presenting Author

• Hannah VanDyke, Portland State University
  Non-Presenting Author

• Genesis Arambula, Portland State University
  Non-Presenting Author

• Diego Ordonez, Portland State University
  Non-Presenting Author

• Katherin Gomez Arboleda, Portland State University
  Non-Presenting Author

• Monica Garibay, Portland State University
  Non-Presenting Author