Role of the collaborative relationships between families and schools in explaining behavioural difficulties of preschool children

Reference

*Savard A, Letarte M-J, Lapalme M, Besnard T, Lemelin J-P. (2016). Role of the collaborative relationships between families and schools in explaining behavioural difficulties of preschool children. Approche Neuropsychologique des Apprentissages chez l'Enfant. 143: 403-413.

Abstract

Children with limited school readiness are at risk for behavioral problems, which impact their school adjustment. Parents’ involvement in school, such as family-school partnership (FSP), may be a protective factor improving child’s adaptation throughout their school career. Literature shows the important role of the FSP in reducing behavioral difficulties, especially for children from disadvantaged families. This study aims to explain child externalizing and internalizing behavior problems in kindergarten through FSP in children showing a limited school readiness. Linear regressions show that a frequent communication between the parent and the teacher is associate with a greater presence of externalizing and internalizing behaviors for the whole sample (n = 47). However, FSP moderates the relationship between the demographics vulnerabilities and internalized child behavior problem in kindergarten. Indeed,for disadvantaged families, when there is a more frequent communication, children have less internalized behaviors.