Family-School Communication in Preschool and Kindergarten in the Context of a Relationship-Enhancing Intervention

By S. Rimm-Kaufman, Robert C. Pianta. 2005

106 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d7e3d37d8d702f39caa0202d14bb0ea3085ed5ce

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In Education

Citations in the corpus

Changing patterns of parent–teacher communication and parent involvement from preschool to school (2015, background): “Parents with low levels of education may feel that they are too poorly educated to help in their child’s classroom (Rimm-Kaufman & Pianta, 2005), and it is possible that employed parents may have less discretionary time to become involved during school hours (Castro et al., 2004).”
Understanding Parents’ Perspectives on the Transition to Kindergarten (2011, background): “…involvement in the transition process and in their children’s later school careers, such as work schedules, lack of child care, language differences, transportation problems, and parents’ history of negative school experiences (Rimm-Kaufman & Pianta, 2005; La Paro, Kraft-Sayre, & Pianta, 2003).”
The Salience of the Subtle Aspects of Parental Involvement and Encouraging that Involvement: Implications for School-Based Programs (2010, background): “Moreover, research suggests it is reciprocal communication in families that is important, not merely asking certain questions (J. Jones, Wynne, & Al-Khayyal, 1984; Rimm-Kaufman & Pianta, 2005).”
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005, background): “…pre-kindergarten programs located in community settings reported by families to be more flexible in scheduling visits and welcoming in approach to interactions with families (Rimm-Kaufman & Pianta, 2003) despite similarities in teacher experience, training, and program goals to engage families.”
Family Concerns and Involvement During Kindergarten Transition (2011, background): “This pattern is consistent with research indicating that family-school communication decreases drastically upon kindergarten entry ( Rimm-Kaufman and Pianta 2005 ).”
Family-School Connectedness and Children's Early Social Development (2012, background): “One study surprisingly indicates that family factors do not appear to predict the frequency of family–school contacts in preschool and kindergarten (Rimm-Kaufman & Pianta, 2005).”
Parental Involvement Research: Moving to the Next Level (2011, background): “Family communication typically takes years to develop, and its absence is one of the most common causes of family tension (Jeynes, 2007a; Rimm-Kaufman & Pianta, 2005).”