Research conducted with preschool children reveals a positive link between parental involvement in school and educational success (Boonk et al., 2018), as well as the child’s school adaptation (Barger et al., 2019). However, the expectations placed on parents regarding their involvement are often implicit and normed by the school (Poissant & Charette, 2024). This study aims to identify parents' expectations toward preschool and their perceptions of the school’s expectations toward them. This qualitative, exploratory study was conducted with 25 parents whose child attends a 4-year-old kindergarten class in Quebec. A thematic content analysis allowed the identification of expectations related to the school’s mission to instruct, socialize, and qualify, as well as those related to parenting. The results emphasize the importance of bidirectional communication with school staff to promote parental involvement.

Authors:
Julie Poissant, Université du Québec à Montréal, Canada
Francois Poulin, Université du Québec à Montréal, Canada
France Capuano, Université du Québec à Montréal, Canada

About the Presenter(s)
Dr Poissant is currently a professor in education and psychologie at the Université du Québec à Montréal (Québec, Canada).

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