Engaging Parents in Early Childhood Education: Perspectives of Childcare Providers

Barnes, Jenna K.; Guin, Autumn; Allen, Kimberly; Jolly, Christina

doi:10.1111/fcsr.12164

Cited by 22 publications

(23 citation statements)

References 16 publications

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“…Previous inquiries of barriers to parent engagement with health promotion have yielded important insights about communication (Barnes et al, 2016; Dev et al, 2017; Johnson et al, 2013). Similar to previous findings, ECE providers in this sample acknowledged they undertake a “trial-and-error” process to identify effective methods and styles of communication (Barnes et al, 2016). In addition, they expressed a range of comfort in talking about nutrition or physical activity (Dev et al, 2017; Johnson et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Barriers and Facilitators of Parent Engagement With Health Promotion in Child Care: A Mixed-Methods Evaluation

2020

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Background Early care and education providers cite lack of parent engagement as a central barrier to promoting healthy behaviors among young children. However, little research exists about factors influencing parent engagement with promoting healthy eating and activity behaviors in the this setting. Aims This study aimed to address this gap by examining low and high parent engagement with the Healthy Me, Healthy We campaign to identify barriers and facilitators of parent engagement with the intervention. Method This comparative case study used an explanatory sequential mixed-methods approach. We created center-level parent engagement scores using process evaluation data from the effectiveness trial of Healthy Me, Healthy We. Recruitment focused on centers with the five lowest and five highest scores. Twenty-eight adults (7 directors, 9 teachers, 12 parents) from seven centers (3 low engagement, 4 high engagement) completed semistructured interviews and the Family and Provider/Teacher Relationship Quality measure. Analytic approaches included descriptive statistical analyses for surveys and a framework-informed thematic analysis for interviews. Results Prominent contrasts between low- and high-engagement groups involved center culture for parent engagement and health promotion, practices for fostering networks and communication within centers, and communication between centers and parents. Personal attributes of providers (e.g., attitudes) also differentially influenced practices for engaging parents. Discussion and Conclusion Organizational characteristics and individual practices can facilitate or impede parent engagement with health promotion efforts. Assessing organizational context, gaining input from all stakeholders, and conducting capacity-building interventions may be critical for laying the foundation for positive relationships that support parent engagement in implementation of health promotion programs and beyond.

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Section: Discussionmentioning

confidence: 99%

Barriers and Facilitators of Parent Engagement With Health Promotion in Child Care: A Mixed-Methods Evaluation

2020

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“…LA staff and EYEs had the necessary knowledge and skills to access and share the resource and they were confident that parents would in turn access the resource through digital media. One questionnaire respondent mentioned parents were using smart phones to access advice and information (Barnes et al, 2016; Thompson, 2015).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Goodhall and Vorhaus (2011) explains how technology can increase parental engagement (PE); it is convenient, flexible and efficient in enabling up‐to‐date information to be shared and accessed with ease. Barnes et al (2016) agree that technology contributes to effective PE; exploring pre‐school settings in the United States, they found technology was used in conjunction with other strategies, although it could not replace the importance of face‐to‐face communication. The technology‐based communications found to be most efficient were texts and social media posts; they were accessible and meaningful.…”

Section: Context: Digital Culture In Early Educationmentioning

confidence: 99%

Translational research in action: The use of technology to disseminate information to parents during the COVID‐19 pandemic

Laxton

Cooper

Younie

2021

Brit J Educational Tech

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This paper addresses the research problem of how to reach, engage and support parents in home‐educating young children during the first national COVID‐19 lockdown in England (March–June 2020), which was addressed through using technology. An internet‐mediated research (IMR) approach is used to investigate the effectiveness of using technology and translational research as strategies for disseminating a rapidly produced digital guide, for promoting play‐based learning at home, to parents. Lockdown with the closure of early years provision led to parents finding themselves isolated at home with young children. Early years educators were managing a unique set of circumstances where communication with families, including those ‘harder‐to‐reach’ was contextually problematic. Qualitative data using IMR captured online interactions by unobtrusive and obtrusive methods; unsolicited emails and social media comments and questionnaire responses. Conventional content analysis identified emerging themes of access, availability, reliability and readability. Analysis showed a combination of factors impacted on the speed and scale of sharing and downloading the digital guide. First, being digitally ready as platforms were already used by early years educators and Local Authorities. Second, the professional drive of Local Authorities and early years educators to support families during the crisis and third, the availability of an easily accessible online resource seen as valuable in improving play‐based learning at home. Practitioner notes What is already known about this topic? There are high levels of digital readiness in the United Kingdom. Technology is one method used by early years settings to communicate with parents. Parental engagement is challenging. What this paper adds? A translational research strategy (to share research‐informed‐knowledge with stakeholders) and internet‐mediated research (to gather data from stakeholders) combine effectively for use within the early years sector to disseminate research knowledge to parents and support home learning environments. The high levels of technology readiness of early years educators and parents in England provides opportunities for disseminating information and improving home learning environments. Accessing and sharing documents online may involve parents but is insufficient to engage. Implications for practice and/or policy Early years settings need to be more proactive in engaging with parents online. Technology provides opportunities to develop interaction and the sharing of information with parents. Digital media should be used as additional communication strategies and should not replace the fundamental importance of face‐to‐face‐interaction. ...

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“…Children spend most of their day at home and school; this reveals the significance of the relationship between school and home, and thus, the value of parent involvement (Hakyemez, 2015;Henderson et al, 2007;Ward, 2009). The quality of collaboration with parents affects the education life of children both in early childhood and in later years (Barnes, Guin, Allen;& Jolly, 2016;Ihmeideh & Oliemat, 2015;McIntyre, Eckert, Fiese, Reed & Wildenger, 2010). The context of the relationship with parents, school, culture and society from an early age should be critically examined while educating young children.…”

Section: Introductionmentioning

confidence: 99%

A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

Aras¹,

Sahın²,

Yılmaz³

et al. 2021

ENAD

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This study aims to examine the role of pedagogical documentation as a part of the school-parent collaboration from the perspectives of parents. In this study, which was conducted with the phenomenological design, data were collected using semi-structured interviews from 27 parents. The findings of the inductive analyzes were gathered under the themes of the visibility of learning, the parent-school bridge, and the child-parent-teacher collaboration. In line with the perceptions and experiences of parents, the findings showed that the pedagogical documentation increases the awareness of parents about their child's learning experiences at school, interactions, and reflections on these, provides guidance about parenting, improves the interaction between child and parents, supports the development of the child and learning at home, and contributes to school-parent collaboration. Given the contribution of parent involvement on child development and learning, it is believed that the findings obtained in this study will contribute to teachers, policymakers, and program developers in terms of utilizing pedagogical documentation as a tool for school-home collaboration.

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Engaging Parents in Early Childhood Education: Perspectives of Childcare Providers

Cited by 22 publications

References 16 publications

Barriers and Facilitators of Parent Engagement With Health Promotion in Child Care: A Mixed-Methods Evaluation

Barriers and Facilitators of Parent Engagement With Health Promotion in Child Care: A Mixed-Methods Evaluation

Translational research in action: The use of technology to disseminate information to parents during the COVID‐19 pandemic

A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

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