Abstract:
This study evaluated a preschool parent enrichment
programme to assess if child and parent involvement in
the programme facilitated the children's subsequent
school adjustment. Also examined were the programme's
effects on parent-child relationships. Participants
were 56 Junior-Senior Kindergarten and Grade One
students from one elementary school. Parent
participants were 12 parents from the preschool parent
enrichment programme, 6 parents whose children had
attended other preschool programmes, and 6 parents
whose children had remained at home prior to school.
Five elementary teachers and both nursery school
teachers from the parent enrichment programme also
participated. Measures used included the Florida Key
to assess children's inferred self-concept as learner
and four subscales (relating, asserting, coping and
investing), and interviews to assess parent and teacher
perceptions. Findings indicated that there was little
difference between parent and teacher perceptions about
children who had attended a preschool programme. Both
groups showed improved social, emotional, and
behavioural skill development, together with increased
self-esteem, and the ability to cope with separation
from their parents. This enabled children to make the
transition from preschool to primary school more
successful. Children from the parent enrichment
programme were not readily identifiable in terms of the
profile promulgated for disadvantaged children. The
Florida Key showed a main effect for the coping
subscale, indicating that children from the parent
enrichment programme may show more confidence in their
abilities, and seek assistance from teachers than
children who had no preschool experience. The parent
enrichment programme appeared to have the biggest
impact on the parents. Parents reported improved
relationships with their children, increased confidence
and self-esteem, as well as improved parenting and
general life skills. The implications for short-term
gains for children from this type of programme are
better readiness for school, more positive self-esteem,
improved social behaviour, and a higher achievement
motivation. The long-term gains for children are
predicted to be fewer special education placements,
less grade retention, and a lower dropout rate from
school. The short-term gains for parents are better
social support networks," greater self-confidence,
better interactions with children, and improved
parenting skills. The long-term benefits may be an
increased motivation to continue education, gain
employment, and less family breakdown and abuse.
