The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills.
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills.
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家庭参与对 3 至 8 岁儿童教育的影响：关注识字和数学成绩以及社交情感技能。
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
C. Lloyd
中科院分区：
文献类型：
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作者：
F. L. V. Voorhis;M. Maier;J. Epstein;C. Lloyd
这篇文献综述是由Heising-Simons基金会资助的，资助号为2013-30。MDRC出版物的传播得到了以下资助者的支持，这些资助者帮助资助MDRC的公共政策推广，并扩大努力，将我们的工作成果和影响传达给政策制定者，从业者和其他人：本报告中的调查结果和结论不一定代表资助者的官方立场或政策。有关MDRC的信息和我们的出版物的副本，请参阅我们的网站：www.mdrc.org。概述本报告总结了主要在过去10年进行的研究，家庭如何参与儿童的学习和发展，通过在家里和学校的活动影响识字，数学和社会情感技能的儿童年龄3至8。共有95个家庭参与的研究进行了审查。其中包括对家庭在家里和学校采取的行动的描述性、非干预性研究，以及对指导家庭开展加强幼儿识字和数学学习的活动的做法的干预性研究。家庭参与研究分为四类：·在家里的学习活动，包括父母在校外为促进孩子的识字和/或数学技能而参与的活动·家庭在学校的参与，包括家庭在学校建筑物内的行动和互动·学校外展活动，包括学校和教师用来让家庭参与并让他们感到受欢迎的策略·支持性的育儿活动，包括亲子关系和家庭环境的性质和质量，规则制定，家庭参与对幼儿的识字和数学技能很重要。大多数研究，包括一些随机对照试验（RCT），证明了这种积极的联系。一些研究表明，社交情绪技能与社交情绪技能有着积极的关系。最弱的关联是家庭参与学校和孩子的结果之间。·来自不同背景的父母，如果得到指导，可以更好地与孩子互动。当父母更投入的时候，孩子们往往会做得更好。·本综述还提供了额外的调查路线和影响的建议，以指导研究和实践的下一步。虽然关于如何与照顾者建立联系并支持他们促进儿童学习的努力还有更多的东西要学，但我们从现有研究中已经知道的东西可以帮助指导这一过程。更多的孩子上学前班和全日制幼儿园。
This literature review is being funded through a grant from the Heising-Simons Foundation under Grant Number 2013-30. Dissemination of MDRC publications is supported by the following funders that help finance MDRC's public policy outreach and expanding efforts to communicate the results and implications of our work to policymakers, practitioners, and others: The Annie E. The findings and conclusions in this report do not necessarily represent the official positions or policies of the funders. For information about MDRC and copies of our publications, see our Web site: www.mdrc.org. Overview This report summarizes research conducted primarily over the past 10 years on how families' involvement in children's learning and development through activities at home and at school affects the literacy, mathematics, and social-emotional skills of children ages 3 to 8. A total of 95 studies of family involvement are reviewed. These include both descriptive, nonintervention studies of the actions families take at home and at school and intervention studies of practices that guide families to conduct activities that strengthen young children's literacy and math learning. The family involvement research studies are divided into four categories: • Learning activities at home, including those that parents engage in to promote their child's literacy and/or math skills outside school • Family involvement at school, including the actions and interactions that families have while in the school building • School outreach to engage families, including the strategies that schools and teachers use to engage families and make them feel welcome • Supportive parenting activities, including the nature and quality of the parent-child relationship and home environment, rule-setting, and caring behaviors Key Findings • Family involvement is important for young children's literacy and math skills. The majority of studies, including some randomized control trials (RCTs), demonstrate this positive link. A few studies show positive relations with social-emotional skills. The weakest association was between family involvement at school and children's outcomes. • Parents from diverse backgrounds, when given direction, can become more engaged with their children. And when parents are more engaged, children tend to do better. • This review also provides recommendations for additional lines of inquiry and implications to guide next steps in both research and practice. While there is still more to learn about how to connect with and support caretakers' efforts to promote children's learning, what we already know from extant research can help guide this process. More children attend preschool and all-day kindergarten …
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DOI：
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