Dermott and pomati, parenting and poverty
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This document summarizes initial findings from a study on poverty and parenting. It examines measures of parenting, data on the relationship between parenting practices, poverty, education and time, and profiles of parents engaged in different activities with their children. The study found no evidence of a group of "poor parents" doing "poor parenting". Instead, most parents engage in activities with children multiple days a week, and highly educated parents are more likely to do so daily. The conclusions suggest rethinking assumptions about poor parenting and poverty, and focusing more on the parenting practices of highly educated families.
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The document discusses the importance of play for young children's development and learning in 3 key points:
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3) Play is essential for building the skills needed for the 21st century like collaboration, communication, creative problem solving, and confidence according to studies. Balancing
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This professional development session provides strategies to help prepare preschoolers for reading success. It discusses how parents, teachers, and administrators each play a role. Parents should read to their children starting at a young age. Teachers should provide research-based literacy programming and oral language activities. Administrators should connect home and school through family resources and allowing access to materials. The session equips attendees with strategies like conducting surveys, providing resources to families, and examining curriculum to improve early literacy experiences.
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Family involvement for in school coaches
Here are the key steps:
1. Define the problem clearly
2. Analyze the problem
3. Develop a plan
4. Implement the plan
5. Evaluate the results
Does this help summarize the key aspects of using a problem-solving process to address issues found in parent survey data? Let me know if you need any clarification or have additional questions.
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Dermott and pomati, parenting and poverty
- 1. Poverty and Parenting: Initial Findings PSE 2012 Esther Dermott University of Bristol Marco Pomati University of Cardiff Esther.Dermott@bristol.ac.uk PomatiM@cardiff.ac.uk Third Peter Townsend Memorial Conference Poverty and Social Exclusion in the UK
- 2. Overview • Parenting Culture • Parenting in Political Context • Parenting and Poverty • Measures of parenting • Data - Relationship with poverty, education and time • Conclusions
- 3. Parenting Culture • Increased profile of parenting: ‘tiger mothers’ feckless fathers’, ‘helicopter parents’ • Intensive motherhood (Hays 1996) • Paranoid parenting (Furedi 2001)
- 4. Parenting in Political Context • Cycle of deprivation (1970s) • Focus on family structure (1980s) • Shift to parenting practices (1990s) • Individualised discourse (current)
- 5. Parenting versus Poverty • “the right kind of parenting is a bigger influence on their [children’s] future than wealth, class, education or any other common social factor” (Allen 2011: pxiv) • “It is family background, parental education, good parenting and the opportunities for learning and development…that together matter more to children than money” (Field 2010:p5) • Troubled Families programme (launched 2011). Directed at 120,000 families with ‘troubled and chaotic lives’
- 6. Measuring Parenting • “We all know what good parenting looks like” (David Cameron 2010) • Parenting includes: Parenting style Quality of parent-child relationship Direct parent-child activities General caring activities
- 7. Parenting Practices • “Activities that parents undertake with their child(ren) which have a positive effect on their development, such as reading with their child, teaching songs and nursery rhymes, painting and drawing, playing with letters and numbers, visiting the library, teaching the alphabet and numbers, and creating regular opportunities for them to play with their friends at home” (Field 2010:93) • Five “small, manageable steps”: Talk to your child (with the television off) for 20 minutes; play with your child on the floor for 10 minutes; read to your child for 15 minutes; provide good nutrition; offer positive praise (Paterson 2011:6)
- 8. Every Day Parenting Practices Education: Reading Homework Attend school parents’ evenings Leisure: Television Sports Games Food: Family meals Most Days Some Days Never
- 9. Influences on Parenting Practices • Poverty Income poverty (< 60% median) Subjective assessment of poverty • Education Educational qualifications • Time Employment status (anyone unemployed / all adults in employment) Perceived time pressure
- 10. Frequency of Parenting Practices n = 1667 0 10 20 30 40 50 60 70 80 Time spent eating with children Time spent watching TV with children Time spent reading with children Time spent playing games with children Time spent helping children with homework Time spent doing sporting activities with children % Never Some days(1-3) Most days(4-6) Every day
- 11. RR
- 12. Latent Class Profiles 0 10 20 30 40 50 60 70 80 90 100 Read Games Sport TV Meal Homework %whoengageinactivity3orfewerdaysperweek Parents with young children (28%) Parents with older children (11%) Average parent (37%) Highly educated (24%)
- 13. Conclusions • No evidence for group of parents who fail to participate in high profile parent-child activities • Rethink assumptions about existence of group of ‘poor parents’ doing ‘poor parenting’ • Focus analysis on the top of the social scale and the ‘unusual’ practices of these parents
- 14. Poverty and Parenting: Initial Findings PSE 2012 Esther Dermott University of Bristol Marco Pomati University of Cardiff Esther.Dermott@bristol.ac.uk PomatiM@cardiff.ac.uk Third Peter Townsend Memorial Conference Poverty and Social Exclusion in the UK