Download as PDF, PPTX
More Related Content
Similar to Parent Engagement in ECEC
Parent Engagement in ECEC
- 1. Parent Engagement inECEC Why is it important; What is it; Can we improve it? Dr. Catherine Wade Principal Research Specialist & Psychologist Parenting Research Centre & University of Sydney Paper presented at the Queensland Early Education and Care Conference June 2016, Brisbane.
- 2. What is aparenting research centre?
- 5. Acknowledgements Parenting Research Centre:Dr Gina-Maree Sartore, Dr Michelle Macvean, Dr Catherine Wade, Derek McCormack, Dr Arno Parolini, Faye Forbes, Tracey Phan, Durga Shrestha, Anastasia Pourliakas, Ben Devine, Cathy Bent, Jessica Falkiner, Dr Robyn Mildon, Dr Erica Neill, Tracey Phan, Durga Shrestha, Faye Forbes, Fiona Shackleton, Catherine Murphy, Melinda Polimeni, Cathy Bent, Tony Gates, Warren Cann… Centre for Community Child Health: Maria Fong Australian Research Alliance for Children and Youth (ARACY): Neil Stafford & Dr Stacey Fox
- 6. Bronfenbrenner’s socioecological model ofinfluences on the child Adapted from Siegler, R., Deloache, J., & Eisenberg, N. (2006). How Children Develop (2nd ed.) . New York, NY: Catherine Woods. Available at: https://lifeinstructionmanual.wikisp aces.com/References+Page
- 7. The science showsthe ingredients of a healthy childhood are consistent. The most important magic ingredient is the quality and stability of the relationships that children have with the adults in their lives. Jack Shonkoff, The Age, 3 March 2006
- 8. Growing up inScotland: Cohort of 5,217 children “While other family factors such as parents’ education and socio-economic status are also important, the extent of home learning activities exerts a greater and independent influence on children’s cognitive development at three years of age” Melhuish, 2010 , p.19
- 10. Your confidence Do you,personally feel very or extremely confident at... Talking with families about children’s success & achievements Sharing info about a child’s learning and progress Responding to a family’s request for info or advice regarding their child Communicating with families about their priorities and concerns when setting goals for their child Sharing info about child development or behaviour Encouraging families to be involved in the activities at the service/centre Greeting families by name Responding to a families concerns or complains Communicating with a family from a different culture _ /9
- 11. 89 81 76 71 70 69 69 67 52 0 10 2030 40 50 60 70 80 90 100 Talk with families about children’s success and achievements Share information about a child's learning and progress Respond to a family's request for information or advice regarding their child Communication with families about their priorities and concerns when setting goals for their child Share information about child development or behaviour Encourage families to be involved in the activities at the service/centre Greet families by name Respond to a family’s concerns or complaints Communication with a family from a different culture % of educators reporting 'very' or 'extremely' confident
- 12. Assessing the evidence Ratingcategories Strong At least two randomised controlled trials (RCTs) AND two meta- analyses or systematic reviews have found the action or behaviour improves learning or development outcomes for children or young people. Good At least two RCTs OR two meta-analyses or systematic reviews have found the action or behaviour improves learning or developmental outcomes for children or young people. Emerging One RCT or several longitudinal prospective studies or quasi- experimental studies or a meta-analysis or systematic review has found the action or behaviour improves learning or developmental outcomes for children or young people. Pending Actions and behaviours that do not meet the above criteria. For example, a single group pre–post design study with no comparison group found improvements in child outcomes; or some studies demonstrate some gains for child outcomes, but other studies show no benefit.
- 13. Strong Evidence =evidence of positive outcomes; - = no evidence; S = strong evidence of positive outcomes; G = good evidence of positive outcomes; E = emerging evidence of positive outcomes; P = pending evidence of positive outcomes Parent action or behaviour Literacy Numeracy Young children Older children Positive parental interactions and home environment S G Reading with the child using rich explanations, discussion and dialogic strategies - S P
- 14.
- 15. Good Evidence =evidence of positive outcomes; - = no evidence; S = strong evidence of positive outcomes; G = good evidence of positive outcomes; E = emerging evidence of positive outcomes; P = pending evidence of positive outcomes Parent action or behaviour Literacy Numeracy Young children Older children Having aspirations or expectations for the child’s education P G Reading to the child G E Being involved with the child’s school G G Tutoring child in literacy activities - G P
- 16. Emerging Evidence * Maybe childcare in the home or in a formal service setting Parent action or behaviour Literacy Numeracy Young children Older children Communicating with the child about school - E Tutoring the child in maths exercises and basic numerical skills - E E Ensuring childcare is of a high quality - - P P Using gestures to complement speech - - E - Authoritative/democratic parenting styles - - - E High-quality childcare* - - P P Adequate sleep routines and duration - - E P Negative parenting did not result in good outcomes for children - - P P
- 17. Parents of preschoolchildren... 65% of parents play music to or sing songs with their child every day 57% play with their child in the bath every day More than 94% play games like finger puppets and peek-a-boo, or used other indoor toys, at least once a week (sources: EHLS and smalltalk data)
- 18. Frequency of familymembers reading a book to children aged 0–12 years, VCHWS, 2013
- 20. Barriers to ParentEngagement Databases: • SES Low parent education Maternal unemployment Parent mental health Cultural background Focus Groups: • Time Inflexible work places Work commitments Other siblings Extra child activities Lack of knowledge about how
- 21. The National Quality Framework (1)educational program and practice (2) children’s health and safety (3) physical environment (4) staffing arrangements (5) relationships with children (6) collaborative partnerships with families and communities (7) leadership and service management
- 22. Consultations – Whatworks? 18 peak ECEC agencies 6 peak community organisations (SNAICC, COPMI, Noahs Ark) 4 ECEC educator focus groups 3 parent focus groups 265 parents via online survey 318 ECEC educators via online survey
- 23. 89 81 76 71 70 69 69 67 52 0 10 2030 40 50 60 70 80 90 100 Talk with families about children’s success and achievements Share information about a child's learning and progress Respond to a family's request for information or advice regarding their child Communication with families about their priorities and concerns when setting goals for their child Share information about child development or behaviour Encourage families to be involved in the activities at the service/centre Greet families by name Respond to a family’s concerns or complaints Communication with a family from a different culture % of educators reporting 'very' or 'extremely' confident
- 24.
- 25. The process ofbehaviour change Knowledge & awareness Beliefs Attitudes Behavioural intentions Behaviour Efficacy Legitimacy Morality Costs& benefits Social & cultural norms Habit Heuristics Context/ setting REFLECTIVE AUTOMATIC * Model adapted from TNS Social Research in ARACY (2012).
- 26.
- 27. Adaptability Low High Child’s parenting needs StrongWeakAdverse child& contextual factors eak Adverse parent & contextual factors Parent in a context Parenting Adaptability Zone of proximal development
- 30.
- 31.
- 32.
- 33. Your confidence Do you,personally feel very or extremely confident at... Talking with families about children’s success & achievements Sharing info about a child’s learning and progress Responding to a family’s request for info or advice regarding their child Communicating with families about their priorities and concerns when setting goals for their child Sharing info about child development or behaviour Encouraging families to be involved in the activities at the service/centre Greeting families by name Responding to a families concerns or complains Communicating with a family from a different culture _ /9
- 34. Thank You. Dr. CatherineWade www.parentingrc.org.au Twitter: @WadeCath