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Case Analysis: Nada Arif ECE 3703 Antoinette Wiseman September 20, 2018

This document provides a case analysis of a study on the impacts of parental involvement on preschool children's social-emotional development and school readiness. The study examined the effects of the "Getting Ready" intervention program, which involved home visits and parent engagement strategies. Results showed that children in the treatment group that received the Getting Ready intervention showed decreases in anxiety-withdrawal behaviors compared to the control group. However, there were no differences found between groups in interpersonal skills. The case analysis provides details on the study methodology, measures used, procedures, implementation, and results.

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65 views6 pages

Case Analysis: Nada Arif ECE 3703 Antoinette Wiseman September 20, 2018

This document provides a case analysis of a study on the impacts of parental involvement on preschool children's social-emotional development and school readiness. The study examined the effects of the "Getting Ready" intervention program, which involved home visits and parent engagement strategies. Results showed that children in the treatment group that received the Getting Ready intervention showed decreases in anxiety-withdrawal behaviors compared to the control group. However, there were no differences found between groups in interpersonal skills. The case analysis provides details on the study methodology, measures used, procedures, implementation, and results.

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Case Analysis

Nada Arif
ECE 3703
Antoinette Wiseman
September 20, 2018
I am doing a case analysis on family and community influence on learning, this is
for my ECE 3703 course. The chosen article is Parent Engagement and School
Readiness: Effects of the Getting Ready Intervention on Preschool Children’s Social–
Emotional Competencies, this article implemented in the Lincoln, the study in this
article is about how the parents which is family will effect in their child’s learning and
how they let the child be ready for the school and for his first years. The purpose
behind this article are to research the impacts of the involvement crosswise over two
measurements of behavioral concerns, interpersonal competence, and social emotional
competence for Head Start program children that between 3 to 5 years, “Head Start
programs promote school readiness of children ages birth to five from low-income
families by supporting their development in a comprehensive way.” (Head Start
Programs, 2017). Also it shows the importance that “school readiness plays a very
important role for the subsequent academic success of the child” (Ltd, 2014 ).

 Why the first 5 years is so important for the child?


The first 5 years are important because it loaded up with occasions, experiences and a
lot of relationships that may decrease or increase child’s abilities to have an
opportunities and skills including cognitive, social, and emotional skills.
 What are the things that make specific challenges for children and their
development in this years?
There are much things that can create some challenges for the children and they are:
poverty, the low education for the parents, if the parents have medical issues, and if the
child lives in a house separated linguistically.
 How you define school readiness for the child?
We define the readiness of the school in the children by the development stages such
as; social, emotional, physical and cognitive capabilities and their relationships with
each other.
 What are the factors that may impact children’s experiences before they enter
the school?
According to Ecological theory (Bronfenbrenner, 1979), there are many systems that
can affect the children before the school or through their first years which they are:
microsystemic, mesosystemic, exosystemic and macrosystemic.

2
Relationships between professionals and parents important for school
readiness, social–emotional specialization also important for the child to be ready.
According to the article this study use Getting Ready program with parents which is
“designed to facilitate school readiness among disadvantaged preschool children, with
a particular focus on social–emotional outcomes.” Differences observed in control the
rate of change and treatment on report of the teacher for personal abilities such as;
anxiety, attachment, initiative, or withdrawal. On the other hand, there are no
differences between groups in two years such as; anger, aggression, self-control, or
behavioral problems.

First phase of the method stage is Participants which is have a table that show the
parents, children, and teachers that enrolled in Head Start program. It shows the total of
children was 220 in age between 35.94 to 52.63 months at baseline, 51% was boys
while 49% was girls. According to the article the children participate 25% - 18% were
Latino and African American, 76% of the children was spoke English, 19% spoke
Spanish and it was their first language, 4.5% of children was spoke Arabic and other
languages. While the parents, women were 95% of the participations and the age range
was 29.35 years, forty seven percent was white, twenty six percent was Latino, sixteen
percent was African American, and eight percent was “others”. Most of them were
mothers, fathers were 4.7%, and grandmothers were 3.3% while 4.8% were
stepmother, grandfathers or foster mothers. Last part was the Head Start teachers and
all of them was females, all of the teacher working in Head start program have
bachelor’s degree, in addition 12.5% have advanced graduate degree. 91% of the
teachers was from Caucasian while 9% of them was Latino.
Second phase is Measurement of Study Variables, teachers accomplished the
Devereux Early Childhood Assessment (DECA) and the Social Competence and
Behavior Evaluation (SCBE) to evaluate and see the impacts of the intervention on key
dependent factors. These two measures extensively used with Head Start program
children in some previous studies. They created DECA measure for evaluating the
strength of young children between 2 to 5 years. The items used in DECA shows the
behavior present by the children. SCBE also used for evaluate children behavior, it
designed to help the teacher to know about children abilities before school, and to
know the emotional relationships with teachers and parents.
Third phase is Procedures, in academic year the teachers of Head start program were
involved with the member’s team of the research in a meeting to introduce the project.
After a period, they make a meeting with few teachers to present the goals and the
expectations of the project, teachers were volunteering there and they can drop out any
time they want. They were 2 or more classrooms in the same building for Head Start,
parents received a letter from their child’s teacher about the project and only 3 years

3
children were involved with their parents, they informed the parents about the
importance of this project for the teachers, parents were volunteering and they agreed
to participate in the study. In 2 years all data were collected by visiting the children
either in their home or schools, then they give the teachers questionnaire to complete it
for each child and return it to the researchers, as well they give the teachers monetary
stipend for their time.
Getting Ready intervention procedures they identify it to provide the chance for the
experts to support the quality of the relationship between the parents and child, and to
try sharing child’s duties between the experts and parents to influence school readiness
of the children.
Fourth phase is Fidelity of Intervention Implementation, Getting Ready intervention
strategies to see the quality of the parent’s involvement was through home visiting
observation by the teachers and research team with making a video recording, the
recording wasfor1 minute or less. The purpose was to gain the rate of the active
relationship between parents and child, and to rate the commitment.
Final phase is Experimental Design and Analysis Plan, it had several steps which
they are fixed effects, random effects, control for multiple tests, intention to treat, and
handling of missing data. All of these help to show the issues that should be fixed.

The results of the research was the participants drop out of the study and from the Head
Start program, it generally happen through the transition between first to second year.
The study show that there are no differences between the groups who stay in the study
and the groups who drop it out on the basic characteristics.
Implementation of the Getting Ready intervention give an evidence shows that
generally it was available through home visits by teachers in group in regular style with
its intent. Treatment group that had the teachers were using strategies of Getting Ready
over 58.6% in home visits, teachers start observe child-parent activities that been
recorded, it shows from the practicing condition that parents interacted with their
children 66.3% during their time, while the control condition were spending 43% of the
time.
By the time children in Getting Ready treatment group shows decreasing in anxiety-
withdrawal behaviors, between treatment and control participants there were no
differences on outcomes of interpersonal abilities, this proved that both groups were
equal before Getting Ready treatment.

4
Parents are involving with their children in UAE in most of the schools, specifically
GEMS school get parents involve in their children classrooms and engage them in
teaching and learning. As well they engage parents in the activities and events such as;
cultural activities, bake sales, and reading time. Moreover “In fact, good parental
engagement can help your child learn even better social skills, an essential
accomplishment for the future.” (Parent engagement, n.d.).
According to Gulf News “UAE parents have definitely become more involved in their
children’s education recently” (Together we can!, 2018). Parents in UAE involve in
their children schools to see if they are getting what they are paying for especially in
private schools.

In general, parents involvement or engagement in their child learning so important


because it will help them for years later. Parents and teachers may use some programs
that help them to communicate with each other and know about the child, for example
class dojo application they “It connects teachers, parents, and students who use it to
share photos, videos, and messages through the school day.” (What is ClassDojo?,
n.d.). A creative and helpful application that helps parents and teachers.

5
References

(n.d.). Retrieved from khoerulanwarbk.files.wordpress:


https://khoerulanwarbk.files.wordpress.com/2015/08/urie_bronfenbrenner_the_ecology_
of_human_developbokos-z1.pdf
Head Start Programs. (2017, June 15). Retrieved from acf.hhs:
https://www.acf.hhs.gov/ohs/about/head-start
Ltd, E. (2014 ). The Effects of Parental Influences and School Readiness of the Child. Retrieved
from sciencedirect:
https://www.sciencedirect.com/science/article/pii/S1877042814024367
Parent engagement. (n.d.). Retrieved from gemseducation:
http://www.gemseducation.com/gems-families/gems-parents/parent-engagement/
Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on
Preschool Children’s Social–Emotional Competencies. (2014 ).
Together we can! (2018). Retrieved from gulfnews: https://gulfnews.com/gn-focus/special-
reports/gulf-education/together-we-can-1.2168811
What is ClassDojo? (n.d.). Retrieved from classdojo: https://www.classdojo.com/about/

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