The transition to and through kindergarten is consequential for the academic, social, and emotional wellbeing of children. Policies and practices are in place to smooth that transition. Researchers are working to understand which practices work best and for whom, particularly as the student population in U.S. schools continues to diversify. In this study, we analysed data from a large longitudinal study of racially, ethnically, and linguistically diverse families, children, and their teachers. We used multi‐level modelling to examine the factors associated with families' reports of strong home–school interactions at the transition to and through kindergarten on the Family Involvement Questionnaire. We found that children having attended preschool and lower class size were associated with family reports of strong interactions. Surprisingly, we also found that teacher–family language match, teachers' self‐efficacy for working with families, and teachers' beliefs about children were not significantly associated with families' reports of strong or weak interactions. This work has implications for family engagement policy and practice as children transition to and through kindergarten.

中文翻译：

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影响幼儿园家庭对家校互动认知的因素


向幼儿园的过渡以及通过幼儿园的过渡对于儿童的学业、社交和情感健康至关重要。政策和实践已经到位，以实现平稳过渡。研究人员正在努力了解哪些做法最有效以及最适合谁，特别是在美国学校的学生群体不断多样化的情况下。在这项研究中，我们分析了一项针对种族、民族和语言不同的家庭、儿童及其教师的大型纵向研究的数据。我们使用多层次模型来研究与家庭参与调查问卷中家庭在过渡到幼儿园和通过幼儿园期间强烈的家校互动报告相关的因素。我们发现，上学前班和班级规模较小的孩子与家庭报告的强烈互动有关。令人惊讶的是，我们还发现，教师与家庭的语言匹配、教师与家庭合作的自我效能以及教师对儿童的信念与家庭报告的强或弱互动没有显着相关。这项工作对儿童过渡到幼儿园和完成幼儿园时的家庭参与政策和实践具有影响。