Date of this Version
Dialog, 18(1), 19-42
This study explores strategies used by early childhood professionals (ECPs) involved in a school readiness intervention to support parent engagement in young children’s learning. Thirty-two ECPs were recorded during home visits with young children and their families who were enrolled in Early Head Start and Head Start programming. Frequency of strategy use is reported, and strategy use is significantly correlated with rates of parent-ECP interactions during visits but not to parent-child interaction rates nor with overall quality ratings of parent-child engagement. ECPs’ overall success in promoting parent engagement was positively and significantly correlated with ECPs’ efforts to elicit parent observations and ideas in both programs, but also with affirming parent competence in Early Head Start and with brainstorming and discussing future plans in Head Start. Findings have implications for the implementation of the Head Start Parent, Family and Community Engagement (PFCE) Framework, and the professional development of early childhood professionals.
Bilingual, Multilingual, and Multicultural Education Commons, Child Psychology Commons, Counseling Psychology Commons, Developmental Psychology Commons, Early Childhood Education Commons, Educational Psychology Commons, Family, Life Course, and Society Commons, Other Social and Behavioral Sciences Commons