Transition to Kindergarten: COVID-19 Parental Experiences, Efficacy, and Adjustment (OS096)

  • PMD: 2,7
  • Skill Level: Introduction
  • Session 11: Consultation and Collaboration With Educators and Parents
  • Live Chat:
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

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.

Description

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.

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Presenter(s)

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

Contributor(s)

Erin Dowdy, Matthew Quirk

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