Addressing Disparities in Parent Education: Examining the Effects of Learn the Signs/Act Early Parent Education Materials on Parent Outcomes

Autor/inn/en	Graybill, Emily; Self-Brown, Shannon; Lai, Betty; Vinoski, Erin; McGill, Tia; Crimmins, Daniel
Titel	Addressing Disparities in Parent Education: Examining the Effects of Learn the Signs/Act Early Parent Education Materials on Parent Outcomes
Quelle	In: Early Childhood Education Journal, 44 (2016) 1, S.31-38 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0680-3
Schlagwörter	Early Intervention; Mixed Methods Research; Randomized Controlled Trials; Child Development; Low Income Groups; Access to Information; Printed Materials; Parent Education; Young Children; African Americans; Females; Poverty; Geographic Location; Context Effect; Delivery Systems; Knowledge Level; Parent Attitudes; Interviews; Child Care + Suchen Sie Ihr Suchwort? Kindesentwicklung; Parents education; Elternbildung; Elternschule; Frühe Kindheit; Afroamerikaner; Weibliches Geschlecht; Armut; Auslieferung; Wissensbasis; Elternverhalten; Interviewing; Interviewtechnik; Kinderfürsorge; Kinderbetreuung
Abstract	Early intervention is critical for improved prognosis and quality of life for young children with developmental delays and disabilities. Yet, disparities persist among underserved families with young children. These disparities include knowledge of child development, use of medical providers as referral sources, and later diagnosis. The current study employed a mixed method, randomized controlled trial to examine participant outcomes among low-income, underserved families who received child development information. The information included the 42-page "Milestone Moments" booklet that was developed by the Centers for Disease Control and Prevention's Learn the Signs/Act Early initiative. Participants (n = 108) included parents or legal guardians of children ages birth through 5 years. The participants were predominantly Black/African American (86%) and female (90%), and all had incomes below the federal poverty level. Study variables related to the location (home vs. child care center) and context (single session vs. extended visits) for delivering the information did not yield significant differences. Yet, there were clear findings that parents who received the booklet reported increased knowledge about child development, a decrease in concern about their own children's developmental progress, and a positive perception of the booklet. On interview, parents reported learning new information about child development or being reminded of developmental information they had forgotten and the importance of following up with professionals when concerns arose. While not statistically significant, there was a consistent trend toward greater participant outcomes for parents who received materials in the child care setting relative to the home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01