Family Participation And Learning Behavior And Social Relations, And Pre-school Children

The family involvement in the development and education of children has been identified as a beneficial factor in young children's learning and social competencies, which plays a crucial role in establishing the educability of children, facilitating children's developments and achievements, becomes a topic of intense interest to educators, researchers, and parents.The participants included 228 children who aged from 3-5 year-old in a large urban area in shanghai China and Flint Michigan U.S. This study revealed that family involvement dimensions were differentially associated with student learning behaviors and social competencies.There were no significant multivariate relationships found between family involvement dimensions and these demographic variables, such as caregiver education, income,age,, children's age, children's sex. The variable of marital status, there was significant relationship in the participants in Shanghai and in Flint. The scores of family involvement in Shanghai were lower than the scores in Flint.There was a significant relationship between family involvement and preschoolers'learning behaviors and social competencies. The scores in different dimensions of family involvement were different. The highest was Home-Based involvement dimension, the other dimensions were lower.Home-Based involvement dimension, evidenced the strongest relationships to learning behavior dimensions and later preschool social competencies. These activities were related to children's approaches to learning, especially motivation and attention/persistence, Further, higher levels of home-based involvement were associated with significantly higher levels of learning behaviors and social competencies. This present study also demonstrated that School-Based Involvement loaded appreciably on a significant canonical variety pair termed cooperative. This relationship reflected a shared contribution with Home-Based Involvement to high level learning behaviors. The Home-Based conferencing dimension was a relatively weak contributor to relationships with the constructs of the children's approaches to learning behaviors and social competencies.