Transition to Kindergarten: COVID-19 Parental Experiences, Efficacy, and Adjustment

This session is from the NASP 2021 Annual Convention

  • PMD: 2,7
  • Skill Level: Introduction
  • Session 11: Consultation and Collaboration With Educators and Parents

Learner Objectives

This session will help participants…

  1. better understand the psychosocial experiences of a group of incoming kindergarten parents during COVID-19 and school closures through a thematic analysis of focus groups before and after a 7-week parent group intervention.
  2. think critically about the impacts of COVID-19 and school closures on their community and ways to best support parents, especially in the transition to kindergarten, as a way to promote optimal child development.
  3. understand the importance of parental self-efficacy and identify ways to include parents in early intervention programming for incoming kindergarteners.
  4. learn more about how to implement a Zoom-facilitated parent group that provides school readiness parent psychoeducation, including easy-to-implement activities that parents can do at home.
  5. become informed about the results of parent-reported self-efficacy, including child adjustment and being able to manage their child’s behaviors, and in facilitating their child’s transition to kindergarten before and after the 7-week parent group intervention.


Due to school closures, COVID-19 has significantly impacted parents’ routines. This study examined the experiences of parents through focus groups during COVID-19. Additionally, parents of incoming kindergarteners participated in virtual psychoeducational parent groups based on the five domains of school readiness. Researchers will discuss ratings of overall parental self-efficacy and efficacy towards the transition to kindergarten before and after participating in the parent groups.



Samira A. Amirazizi, University of California, Santa Barbara
Emily R. Edelman, University of California, Santa Barbara


Erin Dowdy, Matthew Quirk


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