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Development and pilot evaluation of the Hands On Parent Empowerment (HOPE) project - a parent education programme to establish socially disadvantaged parents as facilitators of pre-school children's learning

Development and pilot evaluation of the Hands On Parent Empowerment (HOPE) project - a parent... Socially disadvantaged parents often concentrate on providing for their children instead of stimulating them to learn because of their own low self-efficacy as learning agents. This study describes the development and pilot evaluation of a programme designed to empower new immigrant parents in Hong Kong to assume active, systematic and confident roles to teach their pre-school children learning skills. A needs assessment was conducted to guide the development of the programme, which was also informed by research evidence and community engagement. A pilot trial was conducted and qualitative data were obtained from the participating parents. Parents reported improvements in their children's motivation to learn and the parent-child relationship. The research provided information on programme design, delivery and implementation strategies. It suggested important entry points to engage and empower parents to provide timely stimulation to their young children. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Children's Services Pier Professional

Development and pilot evaluation of the Hands On Parent Empowerment (HOPE) project - a parent education programme to establish socially disadvantaged parents as facilitators of pre-school children's learning

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Publisher
Pier Professional
Copyright
Copyright © 2009 by Pier Professional Limited
ISSN
1746-6660
eISSN
2042-8677
Publisher site
See Article on Publisher Site

Abstract

Socially disadvantaged parents often concentrate on providing for their children instead of stimulating them to learn because of their own low self-efficacy as learning agents. This study describes the development and pilot evaluation of a programme designed to empower new immigrant parents in Hong Kong to assume active, systematic and confident roles to teach their pre-school children learning skills. A needs assessment was conducted to guide the development of the programme, which was also informed by research evidence and community engagement. A pilot trial was conducted and qualitative data were obtained from the participating parents. Parents reported improvements in their children's motivation to learn and the parent-child relationship. The research provided information on programme design, delivery and implementation strategies. It suggested important entry points to engage and empower parents to provide timely stimulation to their young children.

Journal

Journal of Children's ServicesPier Professional

Published: Sep 1, 2009

Keywords: early intervention

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