This study examines the relation between teachers’ report of family involvement in school and children’s social and academic competencies during kindergarten, after accounting for the contribution of socioeconomic status and early maternal sensitivity. Teachers reported on the family involvement for 223 children. Two dimensions of family involvement with school were measured: Families’ attitudes toward schools and families’ activities with schools. Children’s social and academic competence was assessed through classroom observations and teachers’ reports. Results describe the contribution of socioeconomic status and maternal sensitivity in predicting some aspects of kindergarten competence, and the association of family involvement and child competence after accounting for these covariates. Findings suggest that teachers’ reports of family attitudes are a more consistent predictor of outcomes than teachers’ reports of family involvement activities. These findings support the position that families and schools can collaborate and provide a social resource to children in kindergarten.
ASJC Scopus subject areas
- Developmental and Educational Psychology