Relationship-Baed, Parent-Directed Activities to Facilitate the Occupations of Readiness for the Transistion from Preschool to Kindergarten
Graduation Date
2010
Document Type
Master's Thesis
Document Form
Degree Name
Masters of Science in Occupational Therapy
Department
Occupational Therapy
Department or Program Chair
Ruth Ramsey, EdD, OTR/L
Thesis Advisor
Janis Davis, PhD, OTR/L
Second Advisor
Ruth Ramsey, EdD, OTR/L
Abstract
Children with low socioeconomic status have a difficult time transitioning from preschool to kindergarten. Further, children from low socioeconomic status face greater challenges in school than their advantaged peers because they must cope with disparities in knowledge and social interaction skills from the moment they enter kindergarten. Parents play a critical role in promoting occupational engagement and positive interactions that support every domain of kindergarten readiness (RAND, 2005). Occupational therapy is well-suited to providing needed services with this population.
This thesis project was designed for effective integration of relationship-based family interactions by providing parents with brief lessons, hands-on activities, and take-home materials to support the transition from preschool to kindergarten. Six 2.5-hour relationship-based activity sessions were implemented over the course of five weeks. Each activity session included a brief discussion followed by the creation and implementation of an activity. The topics of focus included skills and expectations of a kindergartener, the importance of routines, social and emotional development, reading as a shared occupation, and addressing challenging behaviors.
Project evaluations were completed by the parents at the end of each activity session. Results from satisfaction surveys revealed positive feedback from parents. Parents reported that the activity sessions were engaging, effective, and a means for both quality parent-child interaction, and social interaction between parents.