The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory Scores

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The purpose of this study was to examine the relationship between family characteristics and parent involvement in Head Start, and the differences between parents who participated in Head Start parent involvement activities and parents who did not participate, as to their behaviors and attitudes concerning education, their children, their communities, and their children's academic achievement. This study analyzed existing data collected for a national parent involvement study. The sample consisted of 2,051 parent-child pairs (1,443 Head Start and 606 non-Head Start). Findings indicated a significant relationship between numerous family characteristics and parent involvement in Head Start, with variables related to ... continued below

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lxii, 490 leaves : ill.

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Pyle, Nancy Storey May 1988.

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  • Pyle, Nancy Storey

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The purpose of this study was to examine the relationship between family characteristics and parent involvement in Head Start, and the differences between parents who participated in Head Start parent involvement activities and parents who did not participate, as to their behaviors and attitudes concerning education, their children, their communities, and their children's academic achievement. This study analyzed existing data collected for a national parent involvement study. The sample consisted of 2,051 parent-child pairs (1,443 Head Start and 606 non-Head Start). Findings indicated a significant relationship between numerous family characteristics and parent involvement in Head Start, with variables related to a higher level of education of the mother or primary caregiver being the most dominant. Significant differences were found between the parents who participated in Head Start activities and parents who did not participate. The involved parents felt more strongly about teachers needing knowledge of their children's families, parents having knowledge worthy of sharing with their children's teachers, and parents wanting advice or input from their children's teachers. They reported a higher frequency of behaviors such as talking, reading, and playing with their children, trying to teach their children basic concepts, and having materials available for their children's use. Involved parents rated their level of participation, acceptance, and influence in their communities to be greater than did the uninvolved parents. Also, they had higher expectations concerning their children's education. The involved parents and the non-Head Start parents had heard of the resources available in their communities more than the uninvolved Head Start parents had; however, both groups of Head Start parents had used the resources more than the non-Head Start parents had. The children of the involved parents and the non-Head Start parents scored significantly higher on the Preschool Inventory than did the children of the uninvolved Head Start parents.

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lxii, 490 leaves : ill.

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  • May 1988

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  • 1977 - 1978

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  • Aug. 22, 2014, 6 p.m.

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  • Nov. 10, 2015, 8:02 a.m.

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Pyle, Nancy Storey. The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory Scores, dissertation, May 1988; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc332361/: accessed September 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .