Susan M. Sheridan|Lisa L. Knoche|Carolyn Pope Edwards|James A. Bovaird|Kevin Kupzyk
Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional Competencies
University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln
research findings parental engagement children linked number adaptive characteristics preschool children relationships families professionals important contributor school readiness furthermore socialemotional competence key component young childrens school readiness study reports results randomized trial parent engagement intervention getting ready designed facilitate school readiness among disadvantaged preschool children particular focus socialemotional outcomes two hundred twenty children involved 4year study period statistically significant differences observed treatment control participants rate change 2year period teacher reports certain interpersonal competencies ie attachment initiative anxietywithdrawal contrast statistically significant differences groups 2year period noted behavioral concerns angeraggression selfcontrol behavioral problems function getting ready intervention practice policy intervention appears particularly effective building socialemotional competencies beyond effects experienced function participation head start programming alone limitations implications future research reviewed