Poster #27 - Parental concerns and perceived teacher supports: Transition to kindergarten for children with identified developmental concerns

• In Event: Poster Session 05

Abstract

Introduction. A positive transition to kindergarten for young children is important to facilitate positive early school experiences that are predictive of their long-term academic achievement (Welchons & McIntyre, 2017). Children with identified developmental concerns may experience unique challenges during this transition compared to typically developing children (McIntyre et al., 2010). Parent engagement as well as collaborative partnerships between families and teachers may be an important buffer to support positive kindergarten transition (Cook et al., 2018; Puccioni et al., 2019). This study examines the transition from preschool programs into kindergarten for families of children with and without identified developmental concerns.

Methods. One hundred parents and their children participated (See Table 1). Forty-seven percent of children had an identified developmental concern at kindergarten entry

Questionnaires were collected in the fall. Parent engagement was assessed via the Family Involvement Questionnaire (Fantuzzo et al., 2000). The parent-teacher relationship was assessed via the Parent-Teacher Relationship Scale (Vickers & Minke, 1995). Parent concern for their child and self and perceived support during the kindergarten transition was assessed via additional questions (adapted from McIntyre et al., 2007). Independent sample t-tests were conducted to compare scores of children with and without identified developmental concerns. Follow-up analyses will compare scores between groups using techniques to account for nesting within classrooms.

Additionally, parents were interviewed about their child’s kindergarten experience during the spring. All qualitative interviews were coded using in vivo coding, an approach that emphasizes the words of the participant so themes emerge from the data.

Results. Quantitative analyses revealed parents of children with identified developmental concerns expressed greater concern for their child’s kindergarten transition and lower perceived support. There were no differences in home or school involvement or the parent-teacher relationship between groups (See Table 2).

Completed qualitative analyses revealed unique concerns during the kindergarten transition for children with identified developmental concerns. Parents expressed difficulties with the transition due to their child’s shy nature and experiences with bullying. Further analysis of qualitative coding will be conducted to explore experiences of parent engagement, parent-teacher communication, and perceived teacher support across both groups during the kindergarten transition.

Conclusion. This study provides information about the kindergarten transition for families of children with and without identified developmental concerns. Regardless of developmental concern, parents report similar levels of involvement in their children’s learning at home and school. Parents in both groups also have a positive perception of the relationship with their children’s teachers. However, parents of children with identified developmental concerns are more worried about the kindergarten transition and feel under supported. Continuity between early childhood programs and kindergarten with individualized family supports may be particularly important for families of children with identified developmental concerns to assist with this transition.

Authors

• Courtney Boise, University of North Florida
  Presenting Author

• Jungwon Eum, University of Nebraska - Lincoln

• Lisa L Knoche, University of Nebraska - Lincoln