Informal Community Support for Parents of Pre-School Children: A Comparative Study Investigating the Subjective Experience of Parents Attending Community-Based Toddler Groups in Different Socio-Economic Situations

Autor/inn/en	Owen, Alex; Anderson, Babs
Titel	Informal Community Support for Parents of Pre-School Children: A Comparative Study Investigating the Subjective Experience of Parents Attending Community-Based Toddler Groups in Different Socio-Economic Situations
Quelle	In: Journal of Early Childhood Research, 15 (2017) 2, S.212-224 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X15597022
Schlagwörter	Parents; Preschool Children; Comparative Analysis; Toddlers; Foreign Countries; Child Rearing; Poverty; Well Being; Social Support Groups; Phenomenology; Qualitative Research; Interviews; Intervention; United Kingdom + Suchen Sie Ihr Suchwort? Eltern; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Ausland; Kindererziehung; Armut; Well-being; Wellness; Wohlbefinden; Social support; Soziale Unterstützung; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Interviewing; Interviewtechnik; Großbritannien
Abstract	Within the United Kingdom, the importance of the appropriate parenting of children in their early years has received significant political support. However, it has been found that positive outcomes for young children, in terms of their present experience and future life chances, are often significantly weakened by the impact of poverty. A phenomenological scoping study was undertaken to explore the reasons why parents living in poverty access informal social support networks, in the form of community-based toddler groups. The study found that engagement with these networks has value for parents in terms of their mental well-being and their peer education, both of which support their ability to parent a young child appropriately. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01