For information on reprint and reuse permissions, please visit The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. Unauthorized posting of this publication online is prohibited linking directly to this product page is encouraged. This representation of RAND intellectual property is provided for noncommercial use only. This document and trademark(s) contained herein are protected by law. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. This report is part of the RAND Corporation Research report series. This project was conducted within RAND Education, a division of the RAND Corporation. Online videos, content-based apps that give ideas for at-home activities, and other resources - many of which are used by ECE providers themselves - model effective teaching practices and deliver other types of information that families could use to improve their skills or increase their self-confidence. Young children can communicate with their families about their daytime activities using cameras, microphones, email, and other technology to record and transmit their experiences while they are in ECE settings, rather than trying to remember and talk about events after they occur.Use of online portals, social media, and automatic reminders of events via text message or email can help improve communication about opportunities for school-based involvement.New online translation tools allow schools to translate written communications into a large number of languages fairly easily, thus overcoming language barriers between providers and families.These tools provide opportunities for asynchronous communication between ECE providers and families that can be squeezed in whenever busy schedules allow. These include email, text messages, and web-based communications tools. ECE providers need to learn how to use - and embrace the use of - all of the "new" communications channels through which parents can be reached.Lack of information: When children and providers do not supply information about classroom activities or curriculum, families may find it difficult to build on those activities in providing additional learning opportunities at home.Parental attitudes: Parents' perceptions about their role in their child's education and their own skills and knowledge - their assessment of their own efficacy - can influence their decision to become involved in their child's education.Language barriers: Language barriers can adversely affect both school-home conferencing and school-based involvement.Suboptimal channels of communication: ECE providers reported that they struggle to keep families informed of events and opportunities to engage at the school through traditional means.School-centric approaches: How schools and teachers go about forming the relationships necessary to encourage increased school-based involvement can sometimes be counterproductive.Busy schedules: The time constraints of families and providers alike limit the hours available for school-home conferencing.School-home conferencing refers to the relationships and communication between educators and parents.īarriers to These Mechanisms Affect Engagement.School-based involvement refers to how engaged a caregiver is with what is going on in a child's classroom.Home-based involvement focuses on how parents use technology and engage with their children's technology use at home.There Are Three Mechanisms of Family Involvement with Early Childhood Education Parental involvement inside the classroom has also been shown to have important impacts on the academic and social skills of the student.How parents engage with children during at-home technology use appears to be important in building children's technology literacy.Parents and other family members play an important role as "teachers" during the time children spend outside the classroom.
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