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The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory ScoresPyle, Nancy Storey 05 1900 (has links)
The purpose of this study was to examine the relationship between family characteristics and parent involvement in Head Start, and the differences between parents who participated in Head Start parent involvement activities and parents who did not participate, as to their behaviors and attitudes concerning education, their children, their communities, and their children's academic achievement. This study analyzed existing data collected for a national parent involvement study. The sample consisted of 2,051 parent-child pairs (1,443 Head Start and 606 non-Head Start). Findings indicated a significant relationship between numerous family characteristics and parent involvement in Head Start, with variables related to a higher level of education of the mother or primary caregiver being the most dominant. Significant differences were found between the parents who participated in Head Start activities and parents who did not participate. The involved parents felt more strongly about teachers needing knowledge of their children's families, parents having knowledge worthy of sharing with their children's teachers, and parents wanting advice or input from their children's teachers. They reported a higher frequency of behaviors such as talking, reading, and playing with their children, trying to teach their children basic concepts, and having materials available for their children's use. Involved parents rated their level of participation, acceptance, and influence in their communities to be greater than did the uninvolved parents. Also, they had higher expectations concerning their children's education. The involved parents and the non-Head Start parents had heard of the resources available in their communities more than the uninvolved Head Start parents had; however, both groups of Head Start parents had used the resources more than the non-Head Start parents had. The children of the involved parents and the non-Head Start parents scored significantly higher on the Preschool Inventory than did the children of the uninvolved Head Start parents.
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Analysis of high-risk hispanic families in a family support program : characteristics, factors affecting parenting skills over time, and age-paced newsletter efficacyWeatherspoon, Joni 08 January 2004 (has links)
Two studies investigated the characteristics of high-risk Hispanic parents with
young children who were enrolled in a primary prevention home visitation program
targeting first birth families.
In the first study, more and less acculturated high-risk Hispanic families were
compared to high-risk non-Hispanic White families on differences in demographic
characteristics, risk factors associated with poor child outcomes, and parent behaviors
related to infant health. Using the General Linear Model Univariate procedure, these
characteristics were then related to level of parenting skills, measured after
approximately one year of service. A total of 1005 families were included in the study.
There were important differences in parent psychosocial characteristics, health
risks, and outcomes among Hispanic families. Hispanic mothers who were more
acculturated, as measured by use of English in the home, were more likely to be at risk
for substance abuse, mental illness, and family conflict. They were more likely to
smoke and less likely to breastfeed. Less acculturated Hispanic mothers were less
educated and more likely to be isolated. Controlling for pretest scores and education
level, there were significant between group differences on parenting skills after one
year of service, however the effect was small and overshadowed by the significant
interaction effect between partner status and household category. Scores for single
Spanish-speaking Hispanic mothers were significantly lower than scores of Spanish-speaking
Hispanics in partner households.
Risk factors that were positively associated with program progress included
breastfeeding and mother's education level. Smoking, mental illness, and unrealistic
expectations for the child were negatively associated with program progress.
The second paper addressed the efficacy of an age-paced parenting newsletter
as part of a home-visiting program for Spanish-speaking Hispanic parents. Family
Service Workers serving these families delivered the newsletter and used it as a
curriculum guide and teaching tool for families. Parents reported reading the
newsletter, learning from it, and changing their behavior in response to newsletter
content. Home visitors reported that it was a useful tool to reach high-risk parents with
important parenting information. They found that it was particularly useful to combat
inappropriate or unhealthful parenting advice from well-meaning family members and
friends. / Graduation date: 2004
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