The purpose of this study was to examine parents’ perceived parenting styles (authoritarian, authoritative, and permissive) and parental involvement (home-based involvement, school-based involvement, and home-school conferencing) as predictors of children’s overall school readiness among third-year kindergarten children in China. Participating kindergarten students were assessed using a Chinese version of the Early Development Instrument (EDI).
Impact
The project provided information on how parenting styles and involvement predict overall school readiness of kindergarten children.
Student Experience
Students had the opportunity to assist with various aspect of the project, such as data analyses, literature reviews, and creation of technical reports. This opportunity helped to inform students’ understanding of international partnerships while furthering their research skills.
