Evaluation of the Effectiveness of the Implementation of the A PAR Parental Intervention Programme in Portugal. Child Development and Parenting Support

Autor/inn/en	Nabuco, Maria Emília; Aguiar, Maria Stella; Costa, Cláudia; Morais, Diogo
Titel	Evaluation of the Effectiveness of the Implementation of the A PAR Parental Intervention Programme in Portugal. Child Development and Parenting Support
Quelle	In: European Early Childhood Education Research Journal, 22 (2014) 4, S.554-572 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.947836
Schlagwörter	Foreign Countries; Program Effectiveness; Program Implementation; Intervention; Early Childhood Education; Parents; Suburbs; Academic Achievement; Disadvantaged Youth; Young Children; Quasiexperimental Design; Comparative Analysis; Parent Child Relationship; Child Development; Cognitive Development; Social Development; Program Evaluation; Family Programs; Case Studies; Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Eltern; Einzugsbereich; Schulleistung; Benachteiligter Jugendlicher; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Kognitive Entwicklung; Soziale Entwicklung; Programme evaluation; Programmevaluation; Family program; Familienprogramm; Case study; Fallstudie; Case Study
Abstract	This cross-sectional study attempts to investigate the effects of the Aprender em Parceria (A PAR) programme, an intervention in early childhood education and parenting support in the suburbs of Great Lisbon which aims to increase the educational achievement of disadvantaged children from birth to six-years-old. A quasi-experimental design was used in which children and their families participating in the intervention programme were compared to a comparison group of children who were not participating. The sample consisted of 103 children and their families in the first year (2008), 142 in the second year (2009) and 187 in the third year (2010). Results showed that families and children in the A PAR groups made significantly greater gains in the following areas: social support, pleasure in parenting activities, parent--child joint activities, capacity to interact with their children, able to observe their daily progress, recognise the most important moments of interaction. Children made significant progress in their cognitive and social development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10