How Is Participation in Parent-Child-Interaction-Focused and Parenting-Skills-Focused Courses Associated with Child Development?

Autor/inn/en	Wilke, Franziska; Hachfeld, Axinja; Anders, Yvonne
Titel	How Is Participation in Parent-Child-Interaction-Focused and Parenting-Skills-Focused Courses Associated with Child Development?
Quelle	In: Early Years: An International Journal of Research and Development, 38 (2018) 4, S.411-428 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2017.1288089
Schlagwörter	Early Childhood Education; Parent Child Relationship; Interaction; Social Development; Emotional Development; Language Acquisition; Family Programs; Program Effectiveness; Foreign Countries; Verbal Ability; Vocabulary; Child Behavior; Germany; Peabody Picture Vocabulary Test; Strengths and Difficulties Questionnaire; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Soziale Entwicklung; Gefühlsbildung; Sprachaneignung; Spracherwerb; Family program; Familienprogramm; Ausland; Mündliche Leistung; Wortschatz; Deutschland
Abstract	The present study examines the effects of a family support program on children's socio-emotional and language development. We analyze how participating in courses that aim to improve the relationship between parents and their children is associated with child development. Two different course formats (parenting skills-focused and parent-child interaction-focused courses) are investigated. The study has a cross-sectional design and uses a sample of 185 parents and their children in the intervention group and 58 parents and their children in the non-intervention group. Findings suggest that participation in parent-child interaction-focused courses significantly predicts the vocabulary skills (Peabody Picture Vocabulary Test) of the children. Regarding the socio-emotional skills of the children, we find that childcare professionals' rating of problem behavior (Strengths and Difficulties Questionnaire (SDQ)) was significantly lower for the children in the intervention group. Additionally, parents` rating of children's prosocial skills (SDQ) were significantly lower for children whose parents attended parenting skills-focused-courses. Implications and future research on the effectiveness of family support programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01