Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2019.
When routines that could promote family cohesion are disrupted or regularly unpredictable, the general imbalance in the family system destabilizes both individual and group outcomes (Fiese et al., 2002; Wachs & Evans, 2010). But as a relatively new concept in the field of social sciences (Weisner, 2010), measuring chaotic and unpredictable family routines has taken assorted forms and drawn from various perspectives. General agreement exists that chaotic family regulation distorts the proximal processes and verbal and non-verbal messages that contain valuable cultural practices and beliefs (Super & Harkness, 1999; Wachs & Evans, 2010). However, studies continue to focus on the frequency and consistency of the practice of a few specific activities, without regard for regularly practiced but possibly more sustainable and meaningful activities that lie outside limited definitions (Boyce et al., 1983; DeCaro & Worthman, 2011; Ferretti & Bub, 2017; Fiese & Kline, 1993; Jensen et al., 1983; Muniz et al., 2014; Rodger & Umaibalan, 2011; Wildenger et al., 2008). Drawing on evidence from studies of parenting, and a theory evolving from the fields of family sciences and mathematics, this study established first, that universal patterns which occur beneath family routines, or “internal patterns,” are a valid measure of supportive and sustainable family routines regardless of culture in families with children transitioning to kindergarten (N =105). Exploratory results showed evidence of change in internal patterns such that all families experienced some disruption to internal patterns immediately after the transition to kindergarten, regardless of demographics. Differences in changes beyond the immediate transition were subject to demographic differences; however, almost all of these relationships disappeared when moderated by household chaos. This study offers internal patterns of routines as a valuable resource for determining to what extent a routine is supportive and sustainable or unstable and disruptive, particularly when a new variable, such as kindergarten entry, is introduced.
