Abriendo Puertas: Evaluation of a Parent Education Program for Latinos

Autor/inn/en	Caal, Selma; Moore, Kristin; Murphy, Kelly; Lawner, Elizabeth; Rojas, Angela; DeMand, Alex
Titel	Abriendo Puertas: Evaluation of a Parent Education Program for Latinos
Quelle	In: Hispanic Journal of Behavioral Sciences, 41 (2019) 2, S.231-249 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986319839994
Schlagwörter	Parent Education; Low Income Groups; Hispanic Americans; Parents; Caregivers; Preschool Children; School Readiness; Program Effectiveness; Knowledge Level; Parent Role; Parenting Skills; Parenting Styles; Parent Attitudes; Parent Child Relationship; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Hispanic; Hispanoamerikaner; Eltern; Caregiver; Carer; Betreuungsperson; Pfleger; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Wissensbasis; Parental role; Elternrolle; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This study examined the impact of the Abriendo Puertas parent education program among a large sample of low-income, Latino parents and caregivers of preschool children. In all, 922 parents were randomly assigned to the program (n = 468) or a waitlist control group (n = 454). Pretest data and posttest data (5-6 weeks postintervention) from parents (86.4% response rate) were collected from both the treatment and control groups. At each time point, parents reported on their knowledge, attitudes, and behaviors related to enhancing their children's school readiness. Confirmatory factor analyses were conducted to assess the factorial validity of each survey scale, and path analyses were conducted to compare the outcomes of the treatment and control groups. In addition, to assess fade-out of program affects among treatment parents, follow-up data were collected 3 months postintervention. Intent-to-treat analyses found that, compared with the control group, the treatment group adopted parenting practices that enhanced preschool children's preparation for school, gained knowledge about high-quality early child care and education settings, improved their ability to set goals for their children, and gained an appreciation for their role as models for their children. No differences were found between the control and treatment groups on parenting practices related to emotional expression, parental advocacy, or healthy behaviors. Results indicate that the Abriendo Puertas program improved parents' and caregivers' knowledge, attitudes, and behaviors. Results of this evaluation help build the evidence base on culturally relevant parenting programs for Latino parents of preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01