Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development

Abstract

The present study examined the relation between parent involvement in preschool and children's preliteracy skills. It also examined socioeconomic status (SES), parent depression, and single-parent status as predictors of parent involvement. Participants were 163 preschool-aged children from mostly low-income families, their parents, and their teachers. Teachers rated parent involvement, and preliteracy skills were assessed with standardized tests. Greater parent involvement was associated with stronger preliteracy skills. SES was positively associated with involvement, although involvement still predicted preliteracy development controlling for SES. No significant relation was found between depression and parent involvement. Single-parent status was associated with less involvement, and data were consistent with single-parent status partially mediating the relation between SES and involvement. These findings extend work with older children, and provide a step toward understanding possible mechanisms in the relation between SES and parent involvement.