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2 results

  • More than play: The impact of playgroup participation on culturally and linguistically diverse parents’ and carers’ degree of social support, connectedness and self-efficacy

  • Lauren Deadman, Vicki L. McKenzie
  • Journal:
    The Educational and Developmental Psychologist / Volume 37 / Issue 1 / July 2020
    Published online by Cambridge University Press:
    20 May 2020, pp. 75-82
    Print publication:
    July 2020

  • 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.

  • Effectiveness of a parental school-based intervention to improve young children’s eating patterns: a pilot study

  • Ana Isabel Gomes, Luisa Barros, Ana Isabel Pereira, Magda Sofia Roberto
  • Journal:
    Public Health Nutrition / Volume 21 / Issue 13 / September 2018
    Published online by Cambridge University Press:
    23 April 2018, pp. 2485-2496
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  • Objective

    To evaluate the effectiveness of a pilot study of a parental school-based intervention to promote healthy eating behaviours in young children.

    Design

    A quasi-experimental longitudinal design with three conditions (complete intervention (CIG), minimal intervention (MIG), control (CG)), with repeated measures at baseline, immediately after the intervention, 6 months and 1 year after intervention.

    Setting

    Fourteen public and state-funded kindergartens near Lisbon, Portugal.

    Subjects

    Parents (n 349) of 3- to 6-year-old children assigned to the three conditions completed the baseline protocol. The ‘Red Apple’ intervention included four parental group sessions about young children’s growth, nutritional guidelines and positive parental feeding strategies, which was combined with adult–child activities at home and in the classroom, and newsletters (CIG). MIG included only a single nutritional counselling session, whereas the CG had no intervention. At the end, thirty-eight, twenty-six and fifty-four parents in the CIG, MIG and CG, respectively, had completed all evaluation components. Data regarding parental perception of children’s weight, self-efficacy, nutritional knowledge, feeding strategies, eating behaviours and BMI were collected at the four assessment moments.

    Results

    The CIG showed improvements in children’s healthy food intake, compared with the MIG and CG. Parental self-efficacy regarding the regulation of children’s eating behaviours decreased in the CG but not in both intervention groups.

    Conclusions

    Considering the low dosage of the intervention, the results obtained were positive. Future studies should offer additional solutions to overcome barriers to parents’ participation.