This was a project I did to involve my student's parents in helping them be prepared for kindergarten.

1. Lastinger Inquiry Project By Sarah J. Pre-K Ages 4-5 Parents as Partners: Getting Ready for Kindergarten

3. Current research emphasizes the importance of early learning. Birth to kindergarten is a critical time period for this growth. My goal as a teacher of early learners is to have my students be ready for kindergarten. Research also says that parents should be a part of this process. “Schools can make a difference in parents' expectations and perceived roles vis-à-vis the education system. Policies and practices that promote openness and communication between parents and teachers are necessary for building trust and shared orientations that can elevate parent interest in children's learning at home and at school, leading to better scholastic achievement (Trumbull, Diaz-Meza, Hasan, & Rothstein-Fisch, 2001).

4. School-family teamwork and collaboration are more likely to produce positive results than are school systems and families working independently (Mapp, 2002).“ Many parents in the community I work in want to help their children be more successful, but are unsure how to do so. Others work sun up to sun down. The quality free time they have to spend with their children is limited. I planned to send home fun activities that parents could do with their children to practice specific targeted skills. I wrote and received a grant to help me accomplish this.

5. My Inquiry Question How will presenting parents with all materials necessary to increase specific academic skills help their child be more ready for kindergarten?

7. Method: I sent home special folders weekly that contained two activities and a learning log. Each time the parents practiced the activity with their child, they signed next to that day and recorded how many minutes they spent doing so. The grant I wrote and received purchased the materials I needed to implement the program. I requested that they return the manipulative letters to school, but sent the activity sheets back home for future practice. My focus for this inquiry was my students’ language and literacy skills.

8. Data Collection: I printed their beginning skill levels for the targeted areas as part of my pre-data. I also sent home a pre-survey to parents. The pre-survey told me about their home literacy environment and what kinds of skills, if any, that they practiced with their children. This survey, along with their skill levels, helped me choose the activities that were most beneficial. Half of my class took part in this inquiry by receiving language and literacy activities.

9. In the middle of April, I printed their current progress reports. In addition, I sent home a post-survey to the parents. This survey provided me with information about how helpful they thought the projects were and whether or not their attitudes have changed about being involved with learning in the home environment.