Family Engagement in Kindergarten

Abstract

The paper is picks upon the finer aspects of how family-community-school collaborations impact kindergarten schools and the consequent productivity generated in the educational environment. The paper skims the findings stated in the said article including that of a case study which lead to the formation of the Ready Freddy Program. Briefly summarizing and thereby inspiring ideas from a Harvard Family Research Project article by Smythe-Leistico (2012), it shows typical and atypical measures, which may be implemented in kindergarten schools and classrooms.

Keywords: kindergarten transition, family engagement, school community partnership

An Insight into the Role of Family-School Collaboration in Kindergarten Transitions

Children, during kindergarten transitions, are observed to be reeling under difficulties in following directions, high levels of anxiety, inability to adjust to a formal educational environment, etc. This apart, most schools report of the continued ordain of orienting new candidates, due to a common malpractice of late enrolments, accountable to certain idiosyncratic parents. The Harvard Family Research project article by Smythe-Leistico (2012) explores remedial measures implementable, involving family engagement measures to counter such complications.

Informality in interaction between parents and faculties, and continuous feedback between them improves the environment, suggests Smythe-Leistico (2012), functioning as the Director of the much successful Ready Freddy program – which in collaboration with major public schools of Pittsburgh, parents, community and societal entities, works towards improving the overall environment for kindergarten children, and thereby “greatly impacts their long-term educational trajectories” (Smythe-Leistico, 2012). Describing the case study of Northview Elementary (Pittsburgh), he explains how a dismal, less than 25% day one attendance for the batch of 2007 was improved to 100% in the subsequent year, due to family engagement activities like special breakfast, hair braiding session, etc. which “sets a welcoming tone for parents and children” (Smythe-Leistico, et al., 2012, p. 5). Schools, hence, can inculcate the constructive onus of examining their general practices and modifying them according to ethos & pathos of parents. The transparency and simplicity of ideas suggested under the Ready Freddy program for kindergartens makes them worthy implementations, and long term remedies.

References

Smythe-Leistico, K. J. (2012, March 15). A New Approach to Transitions: Welcoming Families and Their Ideas into Kindergarten Classrooms. Retrieved September 04, 2012, from Harvard Family Research Project: http://www.hfrp.org/family-involvement/publications-resources/a-new-appr oach-to-transitions-welcoming-families-and-their-ideas-into-kindergarten -classrooms

Smythe-Leistico, K. J., Young, C. P., Mulvey, L. A., McCall, R. B., Petruska, M., Barone-Martin, C., et al. (2012). Blending Theory with Practice: Implementing Kindergarten. American Journal of Community Psychology , 13.

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Running head: FAMILY ENGAGEMENT IN KINDERGARTEN TRANSITIONS PAGE \* MERGEFORMAT 1

FAMILY ENGAGEMENT IN KINDERGARTEN TRANSITIONS PAGE \* MERGEFORMAT …
Posted by: Teisha Cowart

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