Literaturnachweis - Detailanzeige
| Autor/inn/en | Deadman, Lauren; McKenzie, Vicki L. |
|---|---|
| Titel | More than Play: The Impact of Playgroup Participation on Culturally and Linguistically Diverse Parents' and Carers' Degree of Social Support, Connectedness and Self-Efficacy |
| Quelle | In: Educational and Developmental Psychologist, 37 (2020) 1, S.75-82 (8 Seiten)
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| Zusatzinformation | ORCID (McKenzie, Vicki L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2059-0776 |
| DOI | 10.1017/edp.2020.8 |
| Schlagwörter | Foreign Countries; Play; Group Activities; Early Childhood Education; Intervention; Parents; Caregivers; Social Support Groups; Self Efficacy; Social Isolation; Cultural Differences; Diversity; Program Effectiveness; Family Needs; Australia |
| Abstract | Supported playgroups are a common form of intervention offered in Australian early childhood education. This study used interviews and quantitative measures to examine whether attending supported playgroups benefits culturally and linguistically diverse (CALD) parents' or carers' social support, connectedness, and parental self-efficacy (PSE). Thirty-five playgroup attendees completed three validated measures assessing social support, isolation, and PSE. Seven mothers, two carers, and two playgroup staff participated in semistructured interviews. The quantitative and qualitative data indicated that CALD parents and carers show high levels of isolation and low social support. The qualitative data indicated that most parents or carers felt more supported and connected as a result of attending the playgroup, and just over half stated that the playgroup had improved their confidence. This study highlights the need to consider the social resources of CALD families when planning and delivering services, and calls for future longitudinal studies of the benefits of playgroups. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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