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Essay / Research Paper Abstract
A 3 page article critique that addresses a study by Miedel and Reynolds (1999) that investigated the effect of parental involvement on early childhood education. The writer summarizes the findings, which support the hypothesis that such involvement is beneficial, and discusses implications for real life application and future research. No additional sources cited.
Page Count:
3 pages (~225 words per page)
File: D0_khmierey.rtf
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is illustrated by also by the fact that the eighth US Education Goal in the US Department of Educations Goals 2000 directly refers to this principle. However, while common sense
indicates that parental involvement in early childhood education is beneficial, empirical research has produced mixed results concerning the validity of this assumption. Therefore, Miedel and Reynolds (1999) investigated whether or
not the importance of parent involvement in preschool and kindergarten activities could be empirically measured and whether or not such parental involvement would have a long lasting beneficial effect. In
order to investigate these questions, a study group of 704 parents reported retrospectively about their school involvement while their children were in preschool and kindergarten. This study group was drawn
from parents participated in a larger study, the Chicago Longitudinal Study. The study instrument was a questionnaire consisting of 64 questions about their childs early childhood education and current education.
In general, this required parents to remember their activity from roughly a decade previously. This survey also included questions about the parents involvement in their childs education, their expectations
for their own future and their childs future and current problems facing their family and neighborhood (Miedel and Reynolds, 1999). Phone interviews were the first method of investigation attempted and
families without active phone numbers were mailed surveys. The results indicated, even after controlling multiple variables, such as family background and the numbers of activities in which parents participated,
parent involvement in school activities in the early years of education was found to be significantly associated with positive academic effects. The results show a statistically significant association between parent
involvement and higher reading achievement and lower rates of grade retention at age 14 (eighth grade), as well as with fewer years spent in special education. The researchers state
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