Recognizing that parents are their children's first teachers and that their parenting style can influence educational experiences, this study used an ethnographic approach to evaluate the impact on parent-child interaction of the parent education component of the South Dakota Head Start/Public School Transition Project. The demonstration group was composed of children and families who received comprehensive Head Start-like services in addition to educational services, and the comparison group consisted of children and families who received only educational services. Eight family service coordinators maintained routine contacts with families and schools and provided services directly to families or through referrals to other agencies. Comprehensive services included health, parent involvement, social, and educational services related to transition from preschool to the public elementary school. Parents whose children attended demonstration schools received parent education through individual instruction, videotapes, books, pamphlets, or classes, either Systematic Training for Effective Parenting, Active Parenting, or 1-2-3 Magic. Data were collected in the spring of each year since 1993 from 200 of the 425 children in 2 cohorts who have received services. Data were also collected through structured interviews and participant observation while shadowing the family service coordinator. Results indicated that family service coordinators have been instrumental in increasing parent and child interactions. Parents have attended parenting classes and as a result have improved communication with their children. Parents have also become more involved in their children's education. Implications of increased parent involvement and improved communication include higher self-esteem and increased educational success for children. (Contains about 60 references.) (KB)