Parent Education through Parent-Child Playgroups Mon Cochran Professor, Human Development

The Emerging Family Policy Paradigm Preventive – preventing negative consequences Preventive – preventing negative consequences Promotional – positive functioning, sets higher bar than prevention Promotional – positive functioning, sets higher bar than prevention A strengths orientation – shift from focus on deficits to focus on assets A strengths orientation – shift from focus on deficits to focus on assets Parent empowerment – generative spiral stimulated thru collaboration Parent empowerment – generative spiral stimulated thru collaboration An ecological orientation – orienting beyond immediate family, influences of larger systems An ecological orientation – orienting beyond immediate family, influences of larger systems Affirming culture and language – respects diversity of American society. Affirming culture and language – respects diversity of American society. Universality – shift in core beliefs about who is responsible for insuring health and well-being of families Universality – shift in core beliefs about who is responsible for insuring health and well-being of families

Family, Friend and Neighbor Caregivers in the Care Continuum Group FCC Grand- parents Paid FFN Caregiver Family School Informal Formal Support Regulation Cochran, 2005, adapted from Porter, 2000

Parent-Child Playgroups as a Family Support Strategy Thousands of playgroups nation-wide, and far more world-wide Thousands of playgroups nation-wide, and far more world-wide Virtually no studies of impacts on parents or children Virtually no studies of impacts on parents or children Two-generational family support strategy – potential impacts on both parents/caregivers and children Two-generational family support strategy – potential impacts on both parents/caregivers and children

Playgroup Theory of Change Early development stimulated by play, both with objects and with others Early development stimulated by play, both with objects and with others Parents most impt. teachers of their children, with greatest opportunity Parents most impt. teachers of their children, with greatest opportunity Playgroups provide setting both for stimulating and supporting play, and for teaching parents value of and skills involved in play Playgroups provide setting both for stimulating and supporting play, and for teaching parents value of and skills involved in play Playgroups also support building friendships among parents, which reduces isolation, builds parenting confidence, and provides information Playgroups also support building friendships among parents, which reduces isolation, builds parenting confidence, and provides information

Boston Public Schools (BPS) Playgroups Born of desire to involve parents in schools early Born of desire to involve parents in schools early Built on ‘accidental’, popular playgroup operating in one Boston primary school developed by Family Nurturing Center Built on ‘accidental’, popular playgroup operating in one Boston primary school developed by Family Nurturing Center 2 nd site started by BPS in fall, nd site started by BPS in fall, 2006 On sabbatic in , I was invited to evaluate implementation and impacts of playgroups On sabbatic in , I was invited to evaluate implementation and impacts of playgroups

BPS Purposes of Playgroups Ease the transition into elementary school for children and parents Ease the transition into elementary school for children and parents Familiarize children with early learning settings and routines Familiarize children with early learning settings and routines Model nurturing and stimulating behaviors and activities for parents Model nurturing and stimulating behaviors and activities for parents Encourage and support networking among parents Encourage and support networking among parents Provide parenting information to parents Provide parenting information to parents Connect parents with community resources Connect parents with community resources

Playgroup Structure and Processes Each site sponsored 4 playgroups per week Each site sponsored 4 playgroups per week Each playgroup lasted 2.5 hours Each playgroup lasted 2.5 hours A given family was only allowed to attend once a week A given family was only allowed to attend once a week Playgroup was structured like morning preschool –free play/art, circle time, snack, gross motor/sensory play Playgroup was structured like morning preschool –free play/art, circle time, snack, gross motor/sensory play Playgroup leaders worked 20 hours/week Playgroup leaders worked 20 hours/week Leaders were expected to organize and run activities, encourage networking, give parenting advice, make referrals to other services Leaders were expected to organize and run activities, encourage networking, give parenting advice, make referrals to other services

Evaluation Strategy Before and after (pre-post test) design in two sites Before and after (pre-post test) design in two sites In-depth, one-on-one interviews with parents in fall and late spring In-depth, one-on-one interviews with parents in fall and late spring Participant observation of playgroups over time Participant observation of playgroups over time In-depth interviews with other key stakeholders (playgroup leaders, school principals, BPS ECE Director, Family Nurturing Center staff) In-depth interviews with other key stakeholders (playgroup leaders, school principals, BPS ECE Director, Family Nurturing Center staff) No comparison group (or randomized design) No comparison group (or randomized design)

Sample Description 63 families in fall (all available), 38 in spring 63 families in fall (all available), 38 in spring Most attrition due to child’s entry into preschool/childcare, child illness, family move out of neighborhood, arrival of a new baby in family, low attendance Most attrition due to child’s entry into preschool/childcare, child illness, family move out of neighborhood, arrival of a new baby in family, low attendance Sample quite culturally diverse, rather well educated Sample quite culturally diverse, rather well educated Half of families attending for a second year Half of families attending for a second year

Findings: Playgroup Helpful? Universal yes Universal yes For child: socialization, learning structure of ‘school’, mention of language learning doubled pre to post For child: socialization, learning structure of ‘school’, mention of language learning doubled pre to post For parents: chance to socialize/share ideas with other parents. For parents: chance to socialize/share ideas with other parents. Parenting ideas more salient in fall; by spring shift to learning about child development and info. About other community resources Parenting ideas more salient in fall; by spring shift to learning about child development and info. About other community resources

Findings: Transfer of Activities from Group to Home? Asked whether parents brought anything done at playgroup back home Asked whether parents brought anything done at playgroup back home 90% give examples of carry-over 90% give examples of carry-over Most frequently mentioned were songs, arts/crafts, activity ideas, parenting ideas, and structured routines (clean-up, snack, etc.) Most frequently mentioned were songs, arts/crafts, activity ideas, parenting ideas, and structured routines (clean-up, snack, etc.)

Finding: Confidence in Parenting Mean Score N Confidence as parent – fall Confidence as parent-spring Importance of setting limits- fall Importance of setting limits-spring Confidence setting limits- fall Confidence setting limits-spring Follow through with limits – fall Follow through with limits -spring How much feel in control – fall *** How much feel in control – spring The rating scale was 1-5, with 1 = highly confident/in control and 5 = not at all confident/in control. *** p equal to or less than.001

Finding: Network-building New parents had already made friends by time of fall interview New parents had already made friends by time of fall interview Experienced parents had more friends in group than did new parents Experienced parents had more friends in group than did new parents Friendships expanded significantly between fall/spring in both groups of parents Friendships expanded significantly between fall/spring in both groups of parents Only 4 0f 38 parents made no new friends Only 4 0f 38 parents made no new friends

Findings: Changes in Child Fall Spring Taking turns Separate from parent * Sharing with other children Trying new things at group Following parent directions Following leader's directions ** Making new friends Expressing needs 1.47 Ask leader for help *** Transitions at home Transitions at playgroup Controlling own behavior ** * <.10 **<.05 ***<.01

Other Findings Parents read more to their children in spring than in fall….somewhat Parents read more to their children in spring than in fall….somewhat Families engaged in activities together outside the playgroup Families engaged in activities together outside the playgroup Parent impressions of the two schools became more positive Parent impressions of the two schools became more positive Playgroup leaders differed in programming mix, and this was reflected in parent responses Playgroup leaders differed in programming mix, and this was reflected in parent responses

Did this Playgroup Strategy Reflect the ‘New” Family Policy Paradigm? Preventive? Preventive? Promotional? Promotional? Strengths oriented? Strengths oriented? Empowering? Empowering? Ecological? Ecological? Culturally and linguistically affirming? Culturally and linguistically affirming? Universal? Universal?