July
1999
Teacher-Family Contact
The most central finding from a two-year study of 290 children is that kindergarten family-school contacts were less frequent and more likely to be focused on children?s problems than preschool contacts. Also, this study showed that family involvement differed among preschool programs. This corroborates earlier findings that parents are more likely to become involved in their child?s education when they perceive that schools are working to involve them.