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Research & Findings

We believe it is important to create educational resources and programs that are effective for the parents, children and communities they are intended to benefit.  In order to facilitate understanding of the Gearing Up for Kindergarten educational program and its effects, continuing research and evaluation has been conducted with the program since its beginning in 2006.  Summaries of program evaluation findings and specific studies of the program are included here as the information is ready.  Further ongoing studies and analyses continue to be conducted. 

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Children Playing with Play Dough

Key Findings in Research on Gearing Up for Kindergarten

These findings related to the Gearing Up for Kindergarten educational program have emerged from research conducted in the first three years of the program as it operated yearly from 2006 through 2009.  Selected research findings include the following: 

  • Program participation – 84 percent of participants indicated involvement in 6 or more sessions of the program during the fall 2008 year (out of 8 sessions, or the first half of the program); 86 percent of participants in spring 2009 indicated involvement in 6 or more sessions of the program.  This represents a positive and high rate of participation and retention in a parent education program involving parents and children. 
  • General value of the program – Participants expressed positive feelings about the value of the program, with 83 percent saying it was very or extremely useful to them in fall 2008 and 90 percent saying the same thing in spring 2009.  Among participants in fall 2008, 82 percent said the handouts and learning activities were very useful to them while 84 percent responded similarly in spring 2009.  Finally, all of them agreed that the information was presented well and they were treated respectfully.
  • General impacts of program participation – Among participants, 55 percent indicated the program increased their knowledge of child development a lot or very much; 62 percent noted it increased their knowledge of healthy parenting a lot or very much; 70 percent felt it increased their confidence in being a good parent a lot or very much; 57 percent said it increased their parenting skills a lot or very much.  Additionally, 87 percent felt it changed their parenting behavior at least somewhat, and 95 percent indicated that it influenced their relationship with their pre-kindergarten child positively.
  • Program value versus other information sources – Participants were asked to rate the value of a variety of information sources on parenting and school readiness, such as parents with children of a similar age, preschool/Head Start, and other sources.  However, the Gearing Up for Kindergarten class and materials were rated higher than all other sources (4.12 on a scale of 1 to 5), indicating that participants felt the class was more useful to them regarding parenting and school readiness than any other information source assessed.
  • Impacts on parental practices – Participants were asked to answer questions about their specific activities as parents in a number of areas, both before and after participating in the program.  Participants noted small to moderate changes in 12 of the 18 parental practices related to school readiness that were measured, with all of the changes showing positive increases in a particular parental practice (e.g., more actively discussing a story with children or engaging in more active play with a child).  These changes suggested incremental improvement in key aspects of parental involvement and guidance, and the increases that occurred in parents’ efforts with their children in specific areas were typically three to four times higher than would be expected to occur due to random chance. 
  • Increases in children’s school readiness as described by parents – Among 52 indicators of school readiness assessed by parents regarding their children, significant differences were measured on 39 of the 52 indicators between fall 2008 and spring 2009.  This means that 75 percent of the indicators for school readiness showed positive growth in children participating in Gearing Up for Kindergarten.  In analyzing all increases, the findings suggest growth in five primary areas:  (1) social skills and positive interaction with others; (2) ability to function more independently and learn actively in a guided environment; (3) development of specific pre-academic skills or knowledge that applies to a school setting (knowing the alphabet and numbers, etc.); (4) ability to express themselves through art and hands-on creative activities; and (5) ability to manage emotions and adapt in a new environment.
  • School knowledge of parents and children – For both parents and children, indicators of school knowledge showed significant increases in preparation and knowledge for the school experience.  For pre-kindergarten children, the percentage who had visited a school or kindergarten classroom increased by 24%, those who met a kindergarten teacher at their prospective school increased 19%, and those who meet peers they will be with in kindergarten increased nearly 19%.  For parents, the percentage who had visited a school or kindergarten classroom increased 18%, those who had met a kindergarten teacher at their child’s prospective school increased 17%, and those meeting other parents who will have children in kindergarten increased 8%. 
  • Children’s comfort and familiarity with school – For children in the program, among 8 indicators of comfort level and familiarity with school, significant differences were measured on 7 of the 8 indicators between fall 2008 and spring 2009.  Findings showed that children became more familiar with kindergarten routines and expectations, more comfortable with the school environment, more comfortable separating from parents, and more curious and excited about beginning school.
  • Parent comfort and familiarity with school – For parents involved in Gearing Up for Kindergarten, significant differences were measured on 5 of the 8 indicators regarding comfort level and familiarity with school between fall 2008 and spring 2009.  Findings showed that parent became more familiar with kindergarten routines and expectations for their child, more comfortable interacting with school personnel, more aware of their child’s behavior with peers, and more aware of the ability level of kindergarten children.
  • Increases in children’s school readiness as described by teachers - Among 39 indicators of school readiness rated by teachers on a scale of 1 to 3, significant differences were measured on 28 of the 39 indicators between fall 2008 and spring 2009.  This means that 72 percent of the indicators for school readiness that were rated by teachers showed positive growth in children participating in Gearing Up for Kindergarten.  In analyzing all significant increases in the findings, the findings suggest growth in five primary areas:  (1) social skills and positive interaction with others; (2) ability to function more independently and learn actively in a guided environment; (3) development of specific pre-academic skills and knowledge regarding language and literacy; (4) development of specific pre-academic skills and knowledge regarding math and science; and (5) ability to express themselves through art and hands-on creative activities. 


Research and evaluation on the program objectives and outcomes is ongoing.  More detailed information and research findings can be found in other documents and reports located on this page. 


Brief Impact Reports with Key Research Findings

These brief impact reports summarize selected research findings for the public and community stakeholders regarding the Gearing Up for Kindergarten educational program.  The impact report findings have emerged from yearly research conducted on the program since 2006.


Evaluation Reports and Selected Studies with Research Findings

Yearly in-depth evaluation reports and other project studies summarize selected research findings for the public and community stakeholders regarding the Gearing Up for Kindergarten educational program.  The evaluation reports and other findings have emerged from research conducted on the program since 2006.

 

Comments and Feedback from Parents on Gearing Up for Kindergarten

Participants in the Gearing Up for Kindergarten educational program provide comments and feedback on the program through participant surveys and other means.  A brief sampling of comments is included here.


More Time and Active Involvement with Children

  • It’s a good learning program.  Useful information and doing the learning activities with my child is fun!!  I like learning with my child and what I learn from this helps me to understand how to help her learn better.
  • This program has been an incredible blessing to me and my son.  I absolutely love the chance to play educational games with just him and I really need the parenting advice and encouragement that is given.  I was also very thankful for the child care for my other kids.  Thank you!! 

 

Improved Parenting Efforts in Specific Areas

  • I found the discipline techniques very useful – using positive reinforcement and avoiding the word “don’t.”
  • I am more interactive when I read to him.  Many of my parenting beliefs and behaviors have been affirmed, which has helped me to be more confident.
  • I try to focus more on catching him being good.  I try to use everyday experiences more to teach math and literacy.

 

Increased Awareness of Child’s Specific Needs

  • This is an awesome program – I think it is something that every family with a child entering kindergarten could benefit from participating in.  It allowed me to see which skills my son has mastered versus needs work on for school readiness.
  • This class was offered at a difficult time our family was facing, just recently learning we had a special needs child.  This class was very beneficial for our child, providing some stability for all of us and assuring us with what we will need to face with the youngest child in our family.
  • This program was absolutely what our family needed!  It was great to take the time to focus on my son’s development.  I truly needed encouragement as a parent and this helped us focus on helping our son.  He can’t wait for kindergarten now.

 

Increased Child Social Confidence and Positive Peer Interactions

  • My child is very shy.  Through this program she was able to spend time with the kindergarten teachers.  She thoroughly enjoyed the program.
  • Good social experience – improvement in social skills since beginning of program.  Good introduction to classroom setting – we’re working on transitions.

 

Improved Child Pre-Academic Skills in Reading, Math and Other Subjects

  • This was her night.  No siblings.  She was exposed to a classroom, a teacher, and other children.  She learned socialization and improved some of her academic skills.  She loves to write 5’s now and doesn’t get frustrated.
  • He wants to learn to read now.  His self-confidence is so much better because he had his own important meeting to go to and I had one-on-one time with him.

 

Greater Awareness and Comfort with School Routines and Expectations

  • He is becoming familiar with the classroom atmosphere.  It is a great learning experience for him – both mentally and socially.
  • He is getting more prepared to start kindergarten and will know what to expect when he does start school and he won’t be so shy.  He knows what school time is about and how to follow directions.
  • His social skills have improved.  His fine motor skills have improved.  I feel that he is more prepared to start school and he will know what to expect next year.

 

 

 

 

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Last updated: Mar 1, 2012 4:19 pm

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NDSU Extension Service

Phone: (701) 231-8944
NDSU Dept. 7000
315 Morrill Hall, P.O. Box 6050
Fargo, ND 58108-6050