Curtiss J. Babcock

Doctoral Dissertation Announcement

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Candidate: Curtiss J. Babcock

Degree of: Doctor of Philosophy

Department: Educational Leadership, Research, and Technology

Title: The Impact of the Head Start Parent Teacher Partnership on Home-Based Mathematical Interventions Provided by Single Rural Head Start Mothers

Committee:
Dr. Patricia Reeves, Chair
Dr. Louann Bierlein-Palmer
Dr. Larry Blackmer

Date: Friday, October 28, 2011 10:00 a.m. to Noon
1411 Sangren Hall

Abstract:
The current trend of increased research in the area of early childhood education has provided a great deal of information leading to expanded knowledge in the area of educating young children and improving school readiness. In Head Start, as well as other preschool programs, attention has recently focused on the pre-mathematics component of early education and school readiness.
The purpose of this study is to gain insight into the home-based mathematic activities and experiences that single rural Head Start mothers use to provide math-related instruction to their children prior to Head Start entry. Also examined is the preschool teacher’s influence on parent initiated mathematics in-home practices.
This study looked for relationships between the extension of the Head Start parent/teacher partnership in the area of pre-mathematical development and Head Start mother’s implementation of the pre-mathematic instructional practices. An examination of the mothers’ ability, level of comfort and frequency in providing home-based mathematics instruction prior to preschool entry, and how this home-based instruction complements the classroom instruction will be useful in determining what areas teachers should reinforce and what areas they need to address in providing parents with additional in-home activities. The study accomplished this by assessing the actions and perceptions relative to pre-math- ematical practices of the mothers prior to their child entering preschool. Also, the mothers’ reported implementation of Head Start endorsed activities along with the frequency of interaction in the activities was assessed before and after a four-month period of interaction in the parent/teacher partnership.