"If They Have More Work, They Learn More": Parents' Views on Homework in Pre-K Settings

• In Event: Marriott Roundtable Session 45
  In Roundtable Session: Family Engagement in Early Childhood

Abstract

The purpose of this paper is to explore parental engagement in Pre-K and parents’ view of preschool through a series of open-ended interviews and demographic surveys with parents (n = 15) recruited from eight pre-school sites in New York City. Although enrollment at these schools was high, children’s attendance was inconsistent. Preliminary findings revealed that parents believed homework helps their children actively learn in the home and achieve basic reading, writing, and mathematics skills by the end of Pre-K. These findings suggested that parents believed in academic achievement through homework rather than learning through play.

Authors

• Eva Liang, Hunter College

• Laura Tauste, Hunter College

• Myesha Hossain, Hunter College

• Lacey Elizabeth Peters, Hunter College - CUNY

• Sherryl B. Graves, Hunter College School of Education

• Tiffany Ferrette, Columbia University