The Family Context of Parenting in Children's Adaptation to Elementary School
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Health & Well Being, Psychology, Developmental Psychology
| Author: | ISBN: | 9781135637088 | |
| Publisher: | Taylor and Francis | Publication: | May 6, 2005 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781135637088 |
| Publisher: | Taylor and Francis |
| Publication: | May 6, 2005 |
| Imprint: | Routledge |
| Language: | English |
The Family Context of Parenting in Children's Adaptation to Elementary School is a result of a longitudinal prevention study of 100 families begun the year before their first children entered kindergarten. Each family went through an assessment and then a subset was randomly chosen for group intervention. The children in both groups were then studied as they progressed through kindergarten and first grade to assess the quality of their adaptation to the school environment.
The text focuses on how parent-child relationships are only one determinant of a child's academic competence, social competence, and behavior. Rather, these relationships must be understood in the context of the role they play within the family as a system. It also addresses the recent challenges to claims about the impact of parents on their children's development.
The book sheds additional light on family influences within the larger social environment as a key determinant of the quality of children's adjustment to schooling. It appeals to scientists, professionals, and parents alike.
The Family Context of Parenting in Children's Adaptation to Elementary School is a result of a longitudinal prevention study of 100 families begun the year before their first children entered kindergarten. Each family went through an assessment and then a subset was randomly chosen for group intervention. The children in both groups were then studied as they progressed through kindergarten and first grade to assess the quality of their adaptation to the school environment.
The text focuses on how parent-child relationships are only one determinant of a child's academic competence, social competence, and behavior. Rather, these relationships must be understood in the context of the role they play within the family as a system. It also addresses the recent challenges to claims about the impact of parents on their children's development.
The book sheds additional light on family influences within the larger social environment as a key determinant of the quality of children's adjustment to schooling. It appeals to scientists, professionals, and parents alike.
