Abstract:
This study evaluated the outcomes for 300 children from low socio-economic communities who participated in a school-based educational preschool program in which parents participate with their children (Parent Mentoring Playgroup), other preschool education program, or no preschool education. Based on a mixed methods design, participation in the Playgroup was associated with higher literacy achievement, more positive attitudes to learning, and higher school transition ratings than the other two groups of children one year after school entry. Differences found could not be attributed to mother’s level of educational achievement. Qualitative analysis of data from parents, principals and teachers supported these findings. Overall, findings support the benefits of parent involvement in school-based educational preschool programs for low socio-economic families.