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Browsing by Subject "School Readiness"

Now showing 1 - 2 of 2
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    The Influence of Parenting Stress and Social Support on Parenting Behavior during a Preventative Parenting Education Program for Enhancing School Readiness
    (2015-08) Clayton, Kate
    The purpose of this study was to examine if parents with increased levels of risk (e.g. increased parenting stress and lower perceived social support) and less developed parenting behaviors prior to the intervention would show more change in key parenting behaviors (e.g. parent knowledge and parent-child language interactions) over the course of the intervention. Forty-seven parent-child dyads participated. Participants were recruited through a larger parent study investigating the overall efficacy of the intervention. All participants were English speaking. The majority of families were living below the poverty line. A quasi-experimental, pretest-posttest within-subjects intervention design was employed to evaluate the extent to which elevated parenting stress levels or low levels of social support moderated either a) increases in parenting knowledge or b) increases in CT for parents who participated in the College Bound Babies parenting education program. Dependent variables included change in frequency of parent-child conversational-turns and change in parenting knowledge. Data were collected using the Language ENvironmental Analysis (LENA) system in the participant's natural home environment and parenting knowledge was measured using the Parenting Knowledge and Practices Questionnaire, a self-report measure. Moderator analyses indicated that elevated levels of parenting stress or lower levels of perceived social support did not moderate change in parent-child language interactions or change in parenting knowledge for participants regardless of baseline levels of parenting knowledge or baseline level of parent-child conversational turns. Directions for future research and implications of non-significant findings are discussed.
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    It takes a village? neighborhoods and children's readiness for school
    (2014-01) Wruck, Peter Jordan
    From classical theorists like Durkheim, to the Chicago School's Park and Burgess (1916) and Shaw and McKay (1942), to today's work in criminology, sociologists have demonstrated clear relationships between residential context and a variety of outcomes. We also know that children vary in their school readiness. A variety of social forces push and pull on preschool age children and impact their overall school readiness, including family, health, institutions, and neighborhood. This research bridges the neighborhood and early education research literatures to answer three questions: first, is there an association between neighborhoods and school readiness in the United States? Second, which social disorganization-theory informed neighborhood characteristics are most salient in describing this observed association? Finally, do families act as a mediator of this relationship? Given the literature and theory, I hypothesized that these relationships would be substantial and endure across a variety of definitions of neighborhood and school readiness. My results, however, paint a different picture: while neighborhoods appear to be associated with school readiness, the importance of this association is perhaps best described as mild. This has important implications for neighborhood and social capital theories, as well as future research into neighborhood effects on individuals and families.