The Relation between Parent Involvement and the Development of Kindergarten Self-Regulation and Literacy Skills

Abstract

Since the turn of this century, improving school readiness for young children has been a central tenet of research, practice, and public policy at the local, state, and national levels (Blair, 2002; Boethel, 2004; Hair, Halle, Terry-Humen, Lavelle, & Calkins, 2006; Konald & Pianta, 2005; Nores, Belfled, Barnett, & Schweinhart, 2005; Rolnick & Grunewald, 2003; Shonkoff & Phillips, 2000; Snow, 2006; Zigler & Hall, 2000). At the same time, the academic and behavioral expectations for young children in kindergarten have skyrocketed (Bassok & Latham, 2017). Thus, it comes as no surprise that a plethora of early childhood programs supporting the development of behavioral self-regulation are currently under development and evaluation (e.g., Bierman et al., 2008; Bodrova & Leong, 2007; Raver et al., 2008). The most promising of these programs target social and emotional competence, classroom quality, and parent scaffolding support for learning.

Yet, very little is known about self-regulation development after the transition to formal schooling or how to promote growth in academic-focused kindergarten programs. The present study explores relations between parent involvement, one potential method, and growth in literacy and self-regulation skills. Thirty-seven kindergarten children were recruited from six classrooms in a rural consolidated school district. Direct assessments of literacy skills and self-regulation skills were collected in the fall and spring. Teachers reported on children’s self-regulated learning behavior in the winter. Parents reported on their involvement in education as well as several demographic characteristics.

Multiple linear regression analyses were used to examine the relation between parent involvement and growth in literacy and self-regulation skills after controlling for relevant demographic variables and school readiness skills. Results indicated that parent involvement was not a significant predictor of either spring outcome. In addition, self-regulated learning was not significantly associated with spring literacy or self-regulation skills and could not be explored as a potential mediator. Instead, school readiness skills remained the most robust predictors of success in kindergarten. Implications for future research are discussed.