Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary B. Trube

Abstract

Researchers have suggested that empowered parents may be more helpful successfully transitioning children to formal school. The problem investigated in this basic qualitative study was that educators located in a Southern region of the United States were not empowering parents with the knowledge, skills, and sense of self to become engaged in their children’s educational transitioning needs. This study also addressed a gap in practice consisting of school stakeholders’ perspectives on parent empowerment to build their capacities to successfully transition children to formal school. Bronfenbrenner's ecological systems theory and Kim and Bryan's parent empowerment theory framed this study. The research questions investigated the early childhood stakeholders’ perspectives on family members’ roles in their child’s transition to formal school and how the early childhood stakeholders empower parents to support their children’s successful transition to formal school. Semi structured interviews were conducted with 12 participants consisting of four parents, four program administrators, and four teachers from six programs. Data analysis consisted of holistic coding to reveal words, phrases, patterns, categories, and themes. Findings of the study suggested that educators empower parents in the following ways: (a) providing parent education that empowers parents, (b) communicating for understanding that encourages engaged stakeholders, (c) offering center and community networks and activities that support informed advocates, and (d) establishing mutually supportive relationships that encourage collaborative partnerships. Findings contribute to positive social change by giving stakeholders greater awareness of their critical roles in empowering parents with the capacities to prepare their children for formal school transition.

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