Family-Focused Early Learning Programing: Access, Opportunities, and Issues in One Canadian Context

Autor/inn/en	Doyle, Antoinette; Li, Ling
Titel	Family-Focused Early Learning Programing: Access, Opportunities, and Issues in One Canadian Context
Quelle	In: SAGE Open, 11 (2021) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doyle, Antoinette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211046943
Schlagwörter	Foreign Countries; Program Effectiveness; Access to Education; Community Programs; Parent Education; Parent Role; Child Development; Language Acquisition; Preschool Children; Emergent Literacy; Family Literacy; Family Programs; Resource Centers; Program Development; Program Implementation; Financial Support; Scheduling; Program Content; Barriers; Family Involvement; Leadership; Networks; Urban Areas; Rural Areas; Canada + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Parents education; Elternbildung; Elternschule; Parental role; Elternrolle; Kindesentwicklung; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Family program; Familienprogramm; Programmplanung; Finanzielle Förderung; Disposition; Programmgestaltung; Führung; Führungsposition; Urban area; Stadtregion; Rural area; Ländlicher Raum; Kanada
Abstract	Family-focused early learning programs aim to assist parents in supporting their young children language and literacy development. This study examined program access and learning opportunities for diverse families across a wide range of community-based settings in one eastern Canadian province. As well, the study examined practitioners' perspectives on issues related to program development and implementation. Primarily through surveys, practitioners provided data on more half of all community-based programs in the province. The findings of the study showed that most programs offered a form of parent and child focused drop-in play as the core of their programing. Few programs offered a more formalized parent-facilitator learning component as is sometimes found in other jurisdictions. The issues and challenges in programing identified by practitioners included attracting participants, maintaining funding and expanding program activities, and staff training to expand and enhance programing to meet the needs of families. These issues are discussed in light of current public policy and practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01