Parents' choice of pre-kindergarten: the interaction of parent, child and contextual factors

Abstract

Past research indicates that parents often have difficulty in assessing centre quality and accessing desired care when choosing early care for their children. This study surveyed parents whose children would qualify for state-funded pre-kindergarten in the following school year. Surveys were completed by 203 parents from varying socioeconomic and ethnic backgrounds at 20 centres. Exploratory factor analysis identified two highly correlated categories of considerations: (1) characteristics that described programme quality and (2) characteristics that designated practical features of care. A series of hierarchical regressions indicated a combination of cultural, family and child factors that are important when assessing parents' considerations for pre-kindergarten. In particular, socioeconomic status, parents' beliefs about childrearing, parent involvement, only child status and children's school readiness skills were uniquely related to parental endorsement of quality and practical considerations.

Keywords:

• early education
• parent beliefs
• choice
• pre-kindergarten

Notes

The total focus group sample included 12 parents (10 mothers and 2 fathers) of preschool-aged children in the Atlanta metropolitan area. Recruitment targeted parents whose children would qualify for state-funded pre-kindergarten the following year (Fall 2010; turned 4 years of age between 1 September 2009 and 1 September 2010). Both focus groups and interviews were led by the researcher and followed a similar procedure. All sessions were audio-taped for future transcription of parent responses. The researcher began the session by introducing herself and providing a short explanation of the study. Participants were advised to exclude their names or any identifying information. Participants were then asked to provide a short introduction that includes how many children they have and their ages. The researcher then began the series focus group questions.

In addition to the analyses described, a series of regression models that included three-way interactions were also included (ethnicity × SES × beliefs, practices, child factors). Relationships reported here remained the same and none of the three-way interactions explained additional variance in parental considerations.