"A Big Door Opened for Us": Parents' Perceptions of Comprehensive Preschool.

This qualitative research study was designed to explore the perceptions of parents with low income regarding the effects of involvement in a comprehensive preschool program on their children's development and on the families' quality of life. A purposeful sample of parents who became actively involved in the preschool community was interviewed about their experiences and the experiences of their children. These interviews were analyzed using the constant comparative method for emerging themes related to their experiences of the preschool. Parents' perspectives provided important insights into the processes that influence what they identified as positive outcomes. These insights, all connected to a larger theme of empowerment, included: (1) replacing isolation with affiliation, (2) increased self-confidence, (3) enhanced opportunity and ability to set goals and develop skills that promote self-sufficiency and goal attainment, and (4) empowering parents to empower their children through positive parenting. The evidence suggests that preschool structures and processes can enhance the development of the whole family by serving as a support system, and by nurturing relationships that are at the core of academic success. The study contributes to the research base on the effects of comprehensive preschool approaches to support families living in poverty. This qualitative research study was designed to explore the perceptions of parents living in poverty regarding the effects of preschool and related family support activities on their children's education and development, and on the families' quality of life. The study seeks to extend our understanding of the ways that an integrated services approach (Grossman & Vang, 2009) can enhance the efficacy of early childhood intervention programs, and thereby alter children's success in school and beyond, and at the same time empower families to move toward self-sufficiency. The extant research regarding preschool experience and child outcomes provided a framework in which to situate this study. Brooks-Gunn (2003) highlights the processes underlying the links between circumstances of parental poverty, child well-being, and school success. She and her colleagues (Brooks-Gunn et al, 2000; Zhai et al, 2011) provide substantial evidence that early intervention programs have the potential to alter the achievement of elementary school children living in poverty. More specifically, there is evidence that parent involvement and support in children's early education are important contributors to children's developmental and academic progress, with demonstrated effects on school readiness (Marcon, 1999; Denton, 2001; Zhai et al, 2011), children's literacy development (Bryant et al, 2000), and academic performance (Fishel & Ramirez, 2005). While studies suggest that parents' early intellectual support is linked to their children's academic success, parent involvement in preschool activities also appears to influence children's enjoyment of the school experience (Hutsinger et al, 1998). In fact, parent involvement and family support are widely considered to be key strategies for preschool program success both nationally (Mallory & Goldsmith, 1991) and internationally (Jalongo et al, 2004), although holding to the traditional paradigm of parent involvement can be limiting and exclusionary (Souto- Manning & Swick, 2006; Halgunseth et al, 2009).