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Family routines and practices that support the school readiness of young children living in poverty

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Description:

This study investigated the family routines and practices of newly enrolled Head Start attendees and explored connections between routines and practices and children’s school readiness at preschool entry across 5 developmental domains: cognitive, physical, language, social-emotional, and approaches to learning. Utilizing the Head Start Family and Child Experiences Survey (FACES) 2009 cohort, exploratory and confirmatory factor analyses revealed 5 distinct factors that characterize the underlying relationships between family routines and practices children experience. Specifically, family routine and practice patterns included: (1) implementing learning- and literacy-focused activities; (2) implementing art activities and playing games; (3) engaging in community activities; (4) avoiding unhealthful foods; and (5) consuming healthful foods. Regression results revealed the factors related to implementing art activities and playing games and implementing learning- and literacy-focused activities are the most consistent predictors of school readiness outcomes across all domains measured. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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