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Working with parents in early childhood settings

CCCAV Presentation 16 June 2012

Warren Cann

on 19 June 2015

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Transcript of Working with parents in early childhood settings

Working with
parents in
early childhood settings Warren Cann
Parenting Research Centre why parenting is important understand social and psychological context foundations of collaboration Normalise parental learning and help seeking
Spot early difficulties
First port of call
Emotional support (encouragement)
Information support
Connecting families to the community
Social support Supporting parenting unprecedented levels of scrutiny and blame Parents' experience of parents think parenting is the most important thing they do 94% enjoy being a parent... 86% say their parenting experience is very or extremely rewarding say they are very or extremely confident 77% ...most of the time 92% but... 63% say parenting is demanding frustrated 1-3 times per day 70% report their children never get on their nerves 25% Parents these days are... to soft
to hard
to overprotective
to ambitious
to materialistic
selfish Tiredness gets in the way of the parent I would like to be % Hard for parents to seek help 25% have concerns
Only one third seek help
Only 10% attend parenting education Sanders et al, 1999 Avoid hierarchical approach Collaborative approach See parent as part of the team
Equal but different roles
Recognise expertise and strengths
Respect values and beliefs
Recognise problem solving capacity Welcoming environment
Showing interest in parent as a person
Communicating positives about child
'Quality time'
Constructive conversations Tools for building collaboration Parents are trying their best, sometimes under difficult circumstances Problems arise when parents are under pressure All parents need support from time to time www.parentingrc.org.au Many family features are more strongly and more consistently linked to child development outcomes than are child care features for children up to age 4 1/2 (and even into kindergarten). The following characteristics predicted children's cognitive/language and social development:

parent's education
family income
two parent family compared to single parent family
mother's psychological adjustment and sensitivity
social and cognitive quality of the home environment The NICHD Study of Early Child Care and Youth Development “While other family factors such as parents’ education and socio-economic status are also important, the extent of home learning activities exerts a greater and independent influence on children’s cognitive development at three years of age” Growing up in Scotland (Melhuish, 2010 , p.19) Helicopter parents
Lawnmower parents
Paranoid parenting Parental time Declining acceptance of physical punishment Parental behaviours linked to child development Reading to children (e.g., see Millennium Cohort Study; discussed in Gardner, e t al., 2009) ...the uncommitted parent? Time spent with children has increased between 1960's-2000 (See Gauthier et al., 2004; Bianchi et al, 2000) Parents (particularly mothers) have achived this by:
Sacrificing adult leisure time and sleep (Craig, 2000) Fathers are spending more time engaged in non-financial aspects of parenting Hayes et al (2011) (Clemente & Chamberland, 2007) 1998 2006 Create space
Listen (really try to understand)
Clarify (seek an example)
Share information (observations)
Clarify the parent's goals
Be slow to give advice (get permission first)
Share information
Prompt further help seeking
Follow-up Proactive Responsive the way you think about parenting is important resourcing parents

Twitter: warrengcann

www.fatheringhacks.com thank you How can we get parents involved in our program?
How can we help them understand what we are doing?
How can we get them to follow our policies and procedures? How can we support parents in their parenting? Child expertise
Daily contact
Build a relationship
Long term involvement Why ECEC settings have such potential for influencing the home environment using information
Full transcript