Dimensions of parental involvement in pre-school programmes

This report describes an approach towards the clarification of the role of parent involvement in the decision-making process and assessment of preschool programmes. A model-placing involvement on a continuum is developed using as its endpoints high and low levels of parent involvement. The implications of this distinction in the decision-making process are examined from the viewpoint of practical consequences for all those concerned with maximizing the effects of various pre-school programmes. Finally, an example of a case of programme evaluation which actively sought high levels of parent involvement in the development of a behaviour rating scale is presented and an extension of the model to other aspects of a child's life is suggested.