Abstract/Details

Head Start parent's perceptions of parental involvement during their children's transition to kindergarten: A phenomenological study


2008 2008

Other formats: Order a copy

Abstract (summary)

Schools are recognizing the importance of parent involvement in children's education, but they often struggle to work with families living in poverty whose definition of parent partnership may differ from that of school staff (Lareau, 1987). Parents who live in poverty may feel inferior to school staff due to their lack of economic and educational resources. They may lack the expertise to be able to effectively communicate and work with school staff in making decisions that affect their children. With the increased expectations that schools place on families in supporting their children's education, this mismatch between the resources and experiences of the home and those of the school places children from these families at an educational disadvantage.

This qualitative research study, based on a phenomenological research approach, followed five Head Start parents during the months leading up to and shortly after their children's transition to kindergarten. A phenomenological approach focuses on the individual lived experience of the study participants and how their understanding of those experiences shapes their view of the concept or phenomenon. A series of in-depth interviews was conducted with parents, which focused on the parents' descriptions of parent involvement and their early involvement in their children's education. This study sought to better understand Head Start parents' perceptions of parental involvement, by describing how Head Start parents come to understand the phenomena of parent involvement and how the role(s) they believe they play in their children's education might be influenced not only by their previous life experiences, but by their experience in Head Start and their early encounters with the school. It is hoped that this study might lead to the development of strategies to better prepare Head Start parents to be involved in their children's education as they transition from Head Start programs into kindergarten.

Indexing (details)


Subject
Early childhood education;
Individual & family studies;
Head Start project;
Perceptions;
Child psychology;
Phenomenology;
Kindergarten
Classification
0518: Early childhood education
0628: Individual & family studies
Identifier / keyword
Social sciences; Education; Early childhood; Head Start; Kindergarten; Kindergarten transition; Parent involvement; Phenomenology; Poverty; Preschool
Title
Head Start parent's perceptions of parental involvement during their children's transition to kindergarten: A phenomenological study
Author
Barberis, Dawn Angela
Number of pages
181
Publication year
2008
Degree date
2008
School code
0180
Source
DAI-A 70/01, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549988816
University/institution
Portland State University
University location
United States -- Oregon
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3343754
ProQuest document ID
304498691
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304498691/abstract
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.