The family context of parenting in children's adaptation to elementary school

The Family Context of Parenting in Children's Adaptation to Elementary School is a result of a longitudinal prevention study of 100 families begun the year before their first children entered kindergarten.

Each family went through an assessment and then a subset was randomly chosen for group intervention.

The children in both groups were then studied as they progressed through kindergarten and first grade to assess the quality of their adaptation to the school environment.

The text focuses on how parent-child relationships aren't the only determinants of a child's academic competence, social competence, and behavior.

Rather, these relationships must be understood in the context of the role they play within the family as a system.

It also addresses the recent challenges to claims about the impacts of parents on their children's development.

The recent trend to rely on schools rather than family intervention to remediate poor academic performance indicates that a re-examination of the role of the family in school readiness is in progress. The book hopes to shed additional light on family influences within the larger social environment as a key determinant of the quality of children's adjustment to schooling.

It appeals to scientists, professionals, and parents alike.