Parental involvement and family functionality in psychosocial adjustment in kindergarten

The research examines the perceptions of parents and kindergarten teachers regarding the psychosocial adjustment and school readiness of preschool children. 635 kindergarten students, their parents and teachers participated, through weighted questionnaires on family functioning, parental involvement and psychosocial adjustment. The results showed general agreement between parents and teachers, with differences in individual dimensions; parents emphasized socio-emotional skills more, while teachers emphasized academic skills. Differences were found by gender of teachers and positive effects of psychopedagogical support. A functional family is associated with increased parental involvement and better adjustment of children.