Changing Times, Changing Families: Minnesota Early Childhood Family Education Parent Outcome Interview Study.

Autor/in	Cooke, Betty
Institution	Minnesota State Dept. of Education, St. Paul.
Titel	Changing Times, Changing Families: Minnesota Early Childhood Family Education Parent Outcome Interview Study.
Quelle	(1992), (217 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Attitude Change; Child Development; Child Rearing; Early Childhood Education; Early Parenthood; Family Environment; Family Life; Family Programs; Interviews; One Parent Family; Parent Attitudes; Parent Child Relationship; Parents; Program Effectiveness; Public Education; Questionnaires; State Programs; Minnesota + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Kindesentwicklung; Kindererziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Familienmilieu; Family program; Familienprogramm; Interviewing; Interviewtechnik; Single parent family; Ein-Eltern-Familie; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Eltern; Öffentliche Erziehung; Fragebogen; Regierungsprogramm
Abstract	Early Childhood Family Education is a voluntary public school program for Minnesota families with children through kindergarten age. The program's mission is to support parents' ability to provide for their children's development. To determine the program's effectiveness, participating parents were interviewed in the fall of 1990 and again at the end of the school year. A total of 183 parents, including 16 single parents and 11 teen parents, were questioned about child development, parent-child interactions, family life, and parental self-care. Results indicated that at least 59 percent of teen parents, 67 percent of single parents, and 60 percent of a nonspecific parent group exhibited changes in knowledge or behavior during the year of program participation. Parents especially exhibited: (1) increased feelings of support from others; (2) increased self-confidence; (3) an increased knowledge about child development; (4) changed expectations for themselves and their children; and (5) changed behavior resulting from increased support, confidence, and knowledge. Parent responses are discussed separately for the three parent groups. Eleven case studies of representative parents are presented. Ten recommendations for curriculum and program development and six recommendations for further program evaluation are offered. Appendices include the pilot questions for the interview; a packet containing the final interview materials; and a list of themes addressed by the interview questions. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC