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ECRP. Professional Development Needs and Interests of Early Childhood Education Trainers
Parenting skills The child-parent relationship has a major influence on most aspects of child development. December , 3 rd ed. PDF version. Introduction Community-based parent support programs differ from traditional human services parenting programs in both form and function 1 For the purposes of this review, parent support programs are defined as community-based initiatives designed to promote the flow of resources and supports to parents that strengthen functioning and enhance the growth and development of young children. Capacity Building Help-Giving Practices.
Problem Enhancing and strengthening parenting capacity and the social and emotional development of young children are important outcomes of community-based parenting programs. Recent Research A number of research reviews and syntheses have been published that examined the relationship between family-centered helpgiving practices and parent, family, and child outcomes.
Parenting confidence, competence and enjoyment Several research syntheses examined the ways capacity-building helpgiving practices were related to different aspects of parenting behaviour. Social-emotional behaviour and development Findings in the same research syntheses also demonstrate a relationship between parent support program practices and the social and emotional development of young children.
References Weissbourd B. Family resource and support programs: Changes and challenges in human services. Prevention in Human Services ;9 1 Evaluation of six family-support programs: Are they effective? Families in Society ;79 2 Dunst CJ. Key characteristics and features of community-based family support programs.
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Toward developing standards and measurements for family-centered practice in family support programs. Family, community, and disability: Redefining family support. Innovations in public-private partnerships. Baltimore, MD : Paul H. Brookes Pub. Co; Research synthesis and meta-analysis of studies of family-centered practices.
Asheville, NC: Winterberry Press; Winterberry Monograph Series. Winterberry Research Reports. Service delivery to parents with an intellectual disability: Family-centered or professionally centered? Journal of Applied Research in Intellectual Disabilities ;20 2 Conceptual and empirical foundations of family-centered practice. Integrated services for children and families: Opportunities for psychological practice. Family-centered practices: Birth through high school. Journal of Special Education ;36 3 Family-centered caregiving and well-being of parents of children with disabilities: Linking process with outcome.
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Journal of Pediatric Psychology ;24 1 Family-centered care for children needing specialized health and developmental services. Family Resource Coalition. Guidelines for family support practice. Zercher C, Spiker D.
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From neurons to neighborhoods: the science of early child development. Caplan PJ. The new don't blame mother: mending the mother-daughter relationship. For young children, promoting shared book reading should be a central component of any parental engagement approach. Home learning activities such as practising letters and numbers, are also linked to improved outcomes.
Tips, support, and resources can make home activities more effective, for example, where they prompt longer and more frequent conversations during book reading. Book-gifting alone is unlikely to be effective, but carefully selected books plus advice and support can be beneficial for supporting reading. Support parents to create a regular routine and encourage good homework habits, but be cautious about promoting direct parental assistance with homework particularly for older children. Parents can support their children by encouraging them to set goals, plan and manage their time and emotions.
This type of support can help children to regulate their own learning, and will often be more valuable than direct help with homework tasks. Well-designed school communications can be effective for improving attainment and a range of other outcomes, such as attendance - Examples include weekly texts sent from school to parents, and short termly letters.
Impacts from such approaches may appear small, but they are generally low cost, straight-forward to introduce, and can prompt wider engagement. Messages are likely to be more effective if they are personalised, linked to learning and promote positive interactions, eg, celebrate success. Communication should be two-way: consulting with parents about how they can be involved is likely to be valuable, and increase the effectiveness of home-school relationships.
Currently around half of parents say that they have not been consulted. Start by assessing needs and talking to parents about what would help them support learning: targeting is likely to be needed to use resources effectively, and avoid widening gaps. Target and communicate carefully to avoid stigmatising, blaming or discouraging parents. Encourage a consistent approach to behaviour between parents and the school, for example, by sharing expectations with parents. Offering more structured, evidence-based programmes can help to develop positive behaviour and consistency where needs area greater.
Plan carefully for group-based parenting initiatives eg, regular workshops : a convenient time and location, face-to-face recruitment, trusting relationships, and an informal, welcoming environment are the most important factors for parents to attend group sessions. Consider offering regular home visits for younger children with greater needs. This can be an effective approach for parents that struggle to attend meetings in settings, and for building relationships.
Six recommendations for improving social and emotional learning in primary schools. Seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students. Apply for funding Projects Now Recruiting!