Educational leaders in elementary public schools serving at-risk four-year-old children in a pre-kindergarten program are faced with challenges to involve parents in daily school and home activities. The purpose of this qualitative, phenomenological study was to explore the perceptions and live experiences of administrators, teachers, and parents regarding possible barriers of the lack of parental involvement and how at-risk four-year-old children’s academics are impacted in a pre-kindergarten program in Shelby County, Tennessee. Data was collected through face-to-face interviews with two administrators, two pre-kindergarten teachers, and one early childhood director; a questionnaire was also used among 40 parents of at-risk four-year-old children at two elementary public schools. The results from the data were based on six emerging themes: barrier to participate, parent’s role and responsibility, opportunity to participate, strategies to increase parental involvement, effective communication, and benefits of Pre-K program to child and parent. Based on the six emerging themes, several recommendations were suggested to increase parental involvement in pre-kindergarten programs.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/06, Dissertation Abstracts International|
|Subjects:||Educational leadership, Early childhood education|
|Keywords:||At risk, Parent involvement, Prekindergarten|
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