Parent involvement : a new question for head start

e FPG Snapshot Parent Involvement A New Question for Head Start #24 July, 2005 Parent involvement in Head Start has been key since its inception in 1965. In contrast to other early childhood intervention programs in the early 1960s, the program broke ground by viewing parental participation as essential to both childrens and families’ growth and development. Research has demonstrated that greater parent involvement links to greater gains in childrens cognitive, language, and socio-emotional growth. In the 2 1st century, a new question arises for Head Start — “How can we make parent involvement happen?” instead of “Is parent involvement important or beneficial for childrens development?” A recent study by researchers at FPG Child Development Institute explores this question. Using objective and self-report measures of parent involvement from parents and teachers, the study determines to what extent and in what ways parents are involved in Head Start programs. The study also examines the relations between parent volunteering and family, teacher, and classroom characteristics. Study Overview Parents and teachers from four Head Start programs in a southeastern state participated. The programs represented the range of demographics found in the state and served about 1,600 low-income children and their families from urban, suburban, and rural areas. The racial ethnic distribution was more than 80% African American, with smaller percentages of White, Latino, and Asian families. Of 780 parents who signed classroom volunteer logs, 127, or 16%, took part in interviews. Of 62 teachers, 59, or 95%, completed the teacher questionnaire; 35 teachers, or 56%, also participated in classroom observations. Data on the frequency and types of parent involvement activities came from monthly classroom volunteer logs. The monthly log included the type of volunteer (e.g., parent, relative, community member), the number of times volunteered, the type of activity performed (e.g., helping in the classroom, going on a field trip, attending a parent meeting, preparing materials at home), and time spent at each activity. One hundred twenty-seven parents were interviewed to gather information about parent characteristics. Data included family demographic information, parent satisfaction with their child’s Head Start program (e.g., helpfulness in child growth and development, preparation for school, and family support), barriers to parent involvement (e.g., need for child care, interference with work or school schedules, need for transportation), parents’ activities with their child at home (e.g., reading at home, telling stories, playing games, going to the library, visiting a zoo or aquarium, going to a park or to the movies, attending a community event), and parent reports of volunteer activities at Head Start (e.g., helping out in the classroom, going on field trips, attending meetings and events, preparing materials). A teacher questionnaire was used to examine associations between teacher characteristics and parent volunteering. Teachers answered such questions as the percentage of parents who are interested in their child’s performance, are easily involved in Head Start, able to help their child learn, and work with their child on learning activities at home. The questionnaire also reported on parents’ participation in Head Start activities (e.g., open house, helping in the classroom, parent-teacher conferences, home visits). The Early Childhood Environmental Rating Scale was used to examine the connection between classroom quality and parent volunteering. It measures these major areas: space and f urnishings, personal care routines, language¬ reasoning, activities, interaction, program structure, and parents and staff.