Research Highlights: October 2022
Using connections to help children transition to kindergarten
Bi-directional engagement between schools and parents are crucial for children’s success, especially during the transition to kindergarten. Crane researchers are conducting a study on the effectiveness of a Kindergarten Transition Practices intervention. This intervention relies on the connections among community, teachers, families, peers, and children as the primary mechanisms for successful kindergarten transition and adjustment. In the study, 72 children received a classroom-based intervention focused on the relationships within that setting, 82 children received a classroom-based and home-visit intervention which focused on relationships in both environments, and 144 participated in preschool classrooms without the intervention. This paper used study data to examine how teachers reported on parent engagement. Results show that the classroom intervention led to significantly higher levels of parent involvement. Additionally, for Hispanic families the classroom and home-visiting interventions led to positive teacher perceptions of parent involvement, parent-teacher relationships, and parent values. Researchers suggest that interventions focused on connection-building should be implemented to help children’s transitions to kindergarten.
Differences in extracurricular activity participation in kindergarten students
Equitable access to youth extracurricular activities (EA) is of concern in the United States because participating in EAs may promote a child’s growth in school readiness, language skills, and socioemotional development. This study examined the association between the demographics and extracurricular participation of kindergarteners. In a sample of 401 children, researchers found that athletics were the most common type of EA for kindergarteners, but there were gaps in participation related to the education level of the mother. Specifically, 47% of children whose mothers had a high school-equivalent education or less participated in athletics as compared to 96% of children whose mothers held a graduate/professional degree. Additionally, white children were 2.5 times more likely to participate in athletics as compared to their peers. Researchers suggest that organizations dedicated to closing opportunity gaps make concerted efforts to promote equitable participation in activities across demographic groups.