Citation

Castro DC, Bryant DM, Peisner-Feinberg ES, Skinner ML. Early Child Res. Q. 2004; 19(3): 413-430.

Copyright

(Copyright © 2004, Elsevier Publishing)

DOI

10.1016/j.ecresq.2004.07.005

PMID

unavailable

Abstract

The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs, parent interviews, teacher questionnaires, and classroom observations. The most frequent type of parent involvement activity was helping out in the classroom, followed by attendance at parent meetings. This pattern was consistent across the year (fall or spring), and across total amount of participation (i.e. parents participating one, two, three or more times in the year). Parent employment was the strongest predictor of parent involvement compared to other parent characteristics. Among teacher and classroom characteristics, classroom quality was the strongest predictor of parent involvement. Also, teachers with more years of experience in Head Start had more total hours of volunteering in their classrooms and had volunteers returning more times. Teachers' reports of the involvement of parents in their classrooms were moderately correlated with volunteer logs, while parent self-reports of their involvement were only modestly correlated with volunteer logs, indicating that teachers may be more accurate than parents when reporting parent involvement activities.