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Promising Practice Profiles

Child Care Info Connect

The full Promising Practice Profile is available for download in PDF format (556 KB)

Project practice

Using child care centres as a base for the provision of parent information

Project undertaken by

Melbourne Citymission, Brunswick (Melbourne), VIC

Start date

March 2006

Focal areas

Healthy young families

Supporting families and parents

Program

Communities for Children (CfC)

Issue

All parents have the right to access parenting information to enhance their knowledge of child development and to build their confidence in their own parenting skills. However, access to current and accurate information on a range of early childhood development issues can be difficult for working parents. This difficulty is compounded if parent's first language is not English. The majority of parents of children under 5-years-old in the Broadmeadows Community for Children (CfC) site speak a language other than English at home. A significant number of these families have recently arrived from overseas and have limited knowledge of available services.

Program context

Child Care Info Connect is a parent education and support program which operates within child care centres in the Broadmeadows CfC site. The program provides information on topics relevant to families in the community through parent information sessions and distribution of written materials translated into community languages. It builds on a pre-existing model of service collaboration, "Child Care Links", which aims to enhance coordination and collaboration between agencies in Broadmeadows (CCCH, 2007).

The Broadmeadows CfC site includes the suburbs of Broadmeadows, Campbellfield, Coolaroo, Dallas, Jacana and Meadow Heights. Disadvantage indicators are evident for young children, including higher than average developmental vulnerabilities when children present at school. Although the area has experienced long term economic disadvantage there is a history of strong collaborative service delivery and the presence of a vibrant multicultural community.

Using child care centres as the base for information provision increases the opportunities for working parents to attend information sessions, assists in distributing information to parents of children who are aged under 3, and enables parents from culturally and linguistically diverse (CALD) backgrounds to attend sessions with support from trusted and familiar bilingual child care staff.

In summary, the program objectives are to:

Practice description

Practice overview

Child Care Info Connect conducted an informal needs analysis with child care centre staff and parents to determine which issues parents with young children most wanted information and knowledge about.

Over the period from November 2006 to October 2007, 13 information sessions were held at six child care centres. A total of 114 parents and 80 child care staff attended the sessions.

In addition, information kits were developed and distributed to each of the child care centres in the CfC site. The kits included information on the topics initially identified by parents and child care centre staff, as well as additional topic based information identified subsequently through evaluation data. Kits were provided in hard copy and as electronic versions, enabling centre staff to distribute information in a manner relevant to parent need and centre operation.

Key practice ingredients

There are five key ingredients to the practice approach takenChild Care Info Connect that reflect the practice rationale.

Child care is a venue for information sharing and for targeting working parents and CALD parents.

Holding information sessions within centres parents already access increases the chances of those parents attending. Parents are familiar with the location and with the staff, and they trust that the information they receive will be current, accurate and relevant to their local area. The child care workers are able to readily attend as there is no travel involved. The sessions are used as a refresher for experienced staff and as an introduction to formal training for new staff.

When parents and staff attend sessions together, it enables each to build understanding of the differences and similarities between the home and centre experience through shared conversations about common concerns and interests. Bilingual staff members have been able to support parents by explaining the purpose of sessions, encouraging them to come and interpreting during the sessions. Rather than using contracted agency interpreters, this approach was viewed by the centre coordinators as preferable. They felt that non-English speaking parents were more likely to attend knowing that the staff would be there with them.

Information sessions were held either in the late afternoon or early evening so that children could access child care and parents could attend at the end of the working day. The times were selected by each centre and reflected he way each centre is utilised. For example, the centre attached to a tertiary institution held sessions from 4 pm, as most parents finished classes by that time. Another centre, where most parents travelled into the city for work, held their sessions in the evening. This enabled parents who collected their children close to 6pm to take their children home, eat dinner and return. It was not always possible for centres to provide child care when sessions were in the evening, however if parents brought children there were always toys and activities available to them.

All centres providing long day-care in the Broadmeadows CfC area were approached to take part in the project, and every centre has planned at least one session. Centres were initially asked if they would like to hold two parent information sessions, and as the project continued they have had an option of a further two sessions. Involvement has depended upon a number of variables such as: turnover in centre coordinators; participation in National Accreditation processes; availability of physical space; management support of the project; and, level of parent participation. Over the life of the project, two sessions have had to be cancelled; one due to facilitator unavailability and one due to lack of parent interest. Most centre coordinators have expressed surprise at the number of parents who came to the first session held at their centre, and this has encouraged them to hold further sessions.

Content of information is participant-driven

Consultation with parents and child care staff prior to planning information sessions meant that the topics covered are relevant to parents in that particular community.

Initially, centre coordinators were interviewed to gain information about the centre context and the type of information for which parents most often asked. Parents in each centre were then surveyed when collecting their children using a 1-page questionnaire translated into community languages. The data were collated and used to plan the initial sessions. Evaluation forms collected at the conclusion of each session asked parents and staff what other information they would find useful. These data were collated to plan future sessions as well as informing preparation of written information to be distributed in community languages.

In some cases sessions were designed as a response to a particular issue in the centre. For example, one centre chose to hold a session on behaviour guidance when there was a lot of biting occurring between children. A session for fathers was planned in response to a father's comment about not wanting to join an all-female group.

Participation of both parents and child care staff

Parents and child care staff attending sessions together has provided an opportunity for discussion, support and shared planning of children's programs based on the information presented at the sessions.

The session facilitators were chosen by the centre coordinators and project worker based on their skill in promoting discussion and in ensuring that child care staff had opportunities to explain how and why they work in particular ways. For example, during discussions about encouraging positive behaviour, facilitators drew on the example of staff using language such as "we walk inside" rather than "don't run". They then illustrated the logic behind this by explaining that children often hear the last word of the sentence and act on that. Facilitators also encouraged parents to talk about particular issues they faced at home with their children. Rather than taking the role of problem-solver, they asked the group to think about possible strategies then followed up with evidence-based information.

Some valuable initiatives arose as a result of parents and staff attending sessions together. These included: instigation of parent/staff interviews specifically around readiness for school; parents being encouraged to borrow books and DVDs from the centre to assist with a particular issue; and an increased understanding for both parents and staff about individual children's behaviour and interests in the centre and at home. The sessions also provided an opportunity for child care staff to link parents into other local services. For parents, it was often reassuring to find out their children did not behave at the centre in the same way they behaved at home. In these situations, facilitators were able to explain why behaviour often differed in the two settings and encouraged consistent approaches where possible.

Preparation of information in community languages

Provision of a kit for child care centres with translated information on each topic (as identified by parents) has enabled centre staff to use information for noticeboards, newsletters and enrolment packs. This kit means child care staff have the information readily available, in both hard copy and electronically, to give to parents at the time parents are interested, which is the time they are most likely to read it. The style and content of information was informed by the following criteria: easy to read (no longer than two pages on each topic); written for parents rather than professionals; current; and, based on recent research evidence. The kit also contains facilitator contacts for specific information sessions, flyers which can be modified by each centre, and, evaluation forms.

Regular evaluation to inform future planning

Evaluation sheets were provided at each information session. There was a high return rate and the data collected were used to gain evidence of the impact of the sessions as well inform future practice.

One important facet of the evaluation was to identify evidence that parents perceived the sessions as providing practical knowledge that could be readily applied. One question asked in the evaluation sheet was, "What changes will you make to the way you parent after this session?". Responses to this question were generally concrete and positive, for example, "Switch off the TV at dinner time". Child care coordinators and other staff also reported that following school readiness information sessions some parents who weren't sure about sending their children to school the following year had made the decision to wait until their children were more socially and emotionally mature. Parents who have not attended school in Australia commented that these sessions gave them practical and relevant information about what to expect from the Australian education system, for example, how to enrol at a school.

Reviewing evaluation sheets after each session has assisted in planning future sessions. For example, parents were asked what other information sessions they would like to attend. Parents usually gave very specific answers to this question providing insight into the particular issues they were dealing with in their parenting at that time. This information was also useful in collating the information kits. For example, a number of parents asked for information about speech and language development through the evaluation process. This topic was not identified during the initial consultation and therefore had not been included as a dedicated session. However, the topic was subsequently included in the information kit and the content was designed to address the needs of bilingual children.

While the evaluation did not ask specific questions about facilitators, it did ask participants for a rating of how much people had learnt from the session. The project workers also asked child care coordinators and staff for general feedback about whether they would like to use the facilitator again. In each centre, coordinators were initially asked whether they had a preference for a particular facilitator and some had clear preferences while others left it to the project worker to organise. Most of the facilitators were from an early childhood and tertiary teaching background, with a great deal of experience in presenting to parent groups. The program endeavoured to include local community service providers, such as library outreach staff and the dental health services, but unfortunately, these sessions did not eventuate due to difficulties with timing. It is important to note that all centres have been given a full list of facilitators for future use, and contacts for local community services that may provide speakers on particular issues.

It also proved difficult to find a male facilitator for a dedicated session for fathers. However, it is the intention of the project worker to persevere as it is believed that use of a male facilitator will greatly increase the probability of fathers attending.

Summary of achievements

Relationships established with child care centres in the area (including a private centre) and child care centres are beginning to network with each other on a more formal basis.

All centres have expressed willingness to receive information kits for distribution to parents. Information resources have been translated into Arabic and Turkish.

The majority of centres are keen to run future information sessions within their site.

Calendars for parents and staff have been produced in a number of community languages. The calendars provide a range of information specific to the local area (e.g., information session dates, contact information on local services).

Identified barriers and practice limitations

The initial needs analysis (surveying of parents) was a time consuming process for the project worker.

Child care staff were initially hesitant to run the information sessions, primarily due to concerns that parents would not attend. High attendance rates have significantly addressed this concern. However, limited physical space at some centres does impact on the future capacity of sessions to be held at each centre.

Although parent participation rates have been high, some families have been unable to attend evening sessions due to the fatigue of a long working day. In addition, the difficulty identifying a male facilitator for information sessions is identified as a barrier to increasing higher level of participation from fathers.

Research base

The years from birth to five years of age are crucial to a child's development. Parents play an important role in the healthy development of their children and investment in strategies that support parents to raise their children through their early years makes economic sense (Shonkoff & Phillips, 2000; Hertzman, 1999). Research has shown that parents will seek information from people with whom they already have relationships. For parents of children using child care, these people include child care workers.

While the impact of parent education on child wellbeing is difficult to measure, research indicates that programs involving "... parents or other primary caregivers of young children can influence how they relate to and care for children in the home, and can vastly improve outcomes for children's behaviour, learning and health in later life." (McCain and Mustard, 1999, p. 7). The approach used by Child Care Info Connect promotes the relationship building between primary caregivers (parents and child care workers) through joint participation at information sessions. Such a model enhances mutual respect and understanding, and a consistent approach when challenges arise. In addition to the importance of positive attachments between parents and their children, research on parenting practice evidences the importance of connections between parents and a support network as critical protective factors (Ospfsky & Thompson, cited in Shonkoff & Meisels, 2000).

Addressing the effectiveness of parent education programs, Shonkoff and Phillips (2000) argued that "a final challenge is posed by the demographics and circumstances of working parents, for whom finding the time to participate in these programs is exceedingly difficult" (p. 263). Holding information sessions and follow-up activities within child care centres increases the chances of working parents being able to attend. Further, the active use of bilingual staff supports the participation and engagement of those parents.

Kagan (1995) argued that while parent education programs do not replace efforts in community development or major employment initiatives, they have been shown to enhance parents' overall competence by enhancing their perception of self-efficacy, their knowledge of child development and their capacity to parent more effectively. Consistent with this, the returned parent evaluation sheets from Child Care Info Connect indicate that the sessions increased participants' knowledge of child development and provided practical strategies to implement in everyday parenting situations.

Outcomes

Evidence of outcomes

Participant driven identification of information needs.

At the commencement of the program a survey was distributed to parents in Broadmeadows CfC in order to identify parenting information topics they believed would enhance their knowledge of early-childhood development and parenting skills. A total of 70 surveys were completed by parents who were using child care services within the Broadmeadows CFC site.

Figure 1 below provides a breakdown of the early childhood topics that parents identified as a priority. The findings obtained from the consultation were used to design and implement information sessions for parents in Broadmeadows.

Figure 1: Early-childhood information topics requested by parents.

parenting topics chart

The information sessions included in this evaluation addressed the two topics that were identified as being of greatest interest to parents: "School Readiness" and "Encouraging Positive Behaviour". Two separate sessions were held on each of these topics (a total of four sessions). After each information session, parents were required to complete an evaluation sheet. The evaluation asked parents to rate, on a 5-point Likert scale, how much knowledge they had gained from the information session. Across the four information sessions, a total of 52 evaluation sheets were completed by parents.

Evidence of increased knowledge on school readiness.

The two independent information sessions on school readiness were attended by 23 parents. Over half of the parents (n = 14) reported an improvement in their school-readiness knowledge after the session. Figure 2 provides a breakdown of the parents' self-reported level of knowledge of school readiness before and after the information session.

Figure 2: Parents' self-reported knowledge of school readiness before and after attendance at the information session

school readiness knowledge chart

A number of parents (n = 16) provided further comment regarding gains in knowledge of school readiness due to participation in the information session. Two main themes arose from parents' self-reports of gains in knowledge, decision making and preparation.

A number of parents (n = 7) reporting that they had gained knowledge regarding the factors to consider when deciding on the most appropriate age to send their child to school. For example:

"I learnt if my child is ready or not [for school]."

"Age 6 is the age that children can start school if they are not ready sooner."

"Age doesn't matter. Children can go to school at a time that suits them."

The school readiness sessions covered information such as what to be aware of or do to prepare a child for school. Parents commonly reported (n = 6) that they gained knowledge about the preparation that needs to occur before their child attends school:

"The importance as a parent to get ready for your child's transition to school".

"At this meeting I learned what my child required to be prepared for school and the dos and don'ts".

"How to get children ready for school and what to do to get them prepared."

A number of parents (n = 17) commented on how they would transfer the knowledge they had gained into practice within the home after this information session. The most common strategies that parents were going to employ to transfer this knowledge into practice was: to read to their child (n = 6); attempt to implement a routine in order to enhance their child's readiness for school (n = 3); and, to reduce the amount of television watched in the home (n = 3). Indicative evaluation comments from parents included

"More attention to reading and structure in the home for the youngest that sometimes get caught up in everyone else's routine."

"Develop a routine [at home]."

"Definitely less TV."

Evidence of increased knowledge on managing challenging behavior.

Two independent information sessions on managing challenging behaviour were attended by 35 parents. Once again, the impact of the information sessions on the parents' knowledge of managing challenging behaviours was evaluated. Over two-thirds of the parents (n = 15) reported an improvement in their knowledge of managing challenging behaviours. Figure 3 provides a breakdown of the parents' self-reported level of knowledge of strategies to manage challenging behaviours before and after the information session.

Figure 3: Parents' self-reported knowledge of managing challenging behaviours before and after attendance at the information session.

behaviour guidance knowledge chart

A number of the parents (n = 28) involved in the information session provided further comments regarding advancement of knowledge of managing challenging behaviours. The main theme that arose from these comments was that parents (n = 13) had learnt the importance of addressing behaviour issues in a positive manner (e.g., positive tone of voice, positive expression). Some parents also indicated that they were now aware that positive-behaviour guidance was a more useful technique than negative-behaviour guidance in terms of managing challenging behaviours:

"[I learnt] how to approach the issues with more appropriate language and expression in order to get the message across."

"[Using different] strategies towards different behaviour, positive speaking."

"Positive guidance always wins over conquering behavioural issues with children."

A number of parents (n = 22) provided further comment about the way they would transfer the knowledge gained from the information session into practice in the home. A number of parents (n = 8) reported that remaining calm and patient were the main techniques that they would employ. Remaining in a positive frame of mind was a technique that many parents (n = 8) said they would use to manage challenging behaviour at home:

"To be calm and express myself more clearly."

"More positive thinking, relax and stay calm."

"Provide more patience and praise at the right time."

Limitations of evaluation data

Evaluation data is provided for only four of the 13 information sessions held. As a time limited project the evaluation process does not capture data on change in participant behaviour. There is also limited outcome data on the sustainability of the project, however, anecdotal data (such as feedback from coordinators and child care staff) indicates a positive regard for the program concept.

Policy analysis

Child Care Info Connect is a positive example of a local activity that aims to enhance collaboration between service providers and contribute to family and community capacity building. These aims are consistent with the logic of the Communities for Children (CfC) funded projects. The approach taken to the design and implementation of parent information sessions and the production and distribution of information kits evidenced particular attention to addressing existing access barriers for parents. The use of a parent survey to identify information needs, engagement of bilingual child care staff and programming of sessions to fit with the lifestyle requirements of participants all contributed to high participation rates and enhancement of existing relationships between parents and child care staff. Particular attention has been paid to the element of sustainability. Provision of information kits to child care centres enables a mechanism for ongoing information dissemination. Modelling of facilitation and evaluation processes also empowers service providers to feel confident to take over the design and implementation of future sessions on topics identified by parents.

Evaluation

Child Care Info Connecthas been evaluatedas part of the Communities for Children (CfC) in Broadmeadows local evaluation process. As an extension of Child Care Links, Child Care Info Connectforms one of activities within Strategy 5 "Connecting Dots and Neurons".

Project related publications

CCCH. (2007). Communities for Children in Broadmeadows: Local evaluation interim report 2007. Prepared by Centre for Community Child health in Partnership with Broadmeadows Early Years Partnership: Victoria. (Currently not available online. Copies available by emailing Cemile Yuksel, Community Facilitator/Research Officer, Communities for Children, Broadmeadows Uniting Care)

References

Hertzman, C. (1999). Population health and human development. In D. P. Keating, & C. Hertzman (Eds.), Developmental health and the welfare of nations: Social, biological and educational dynamics. Guilford, New York.

Kagan, S. (1995). The changing face of parenting education. In The Challenge of Parenting in the '90s. Proceedings of the Aspen Institute Congressional Program (Naples, Florida, February 17-20, 1995). Washington, DC: The Aspen Institute.

McCain, N. M., & Mustard, F. (1999). Reversing the brain drain: Final report of the early years study. Toronto, Canada: Ontario Children's Secretariat.

Ospfsky, J., & Thompson, M. (2000). Adaptive and maladaptive parenting: Perspectives on risk and protective factors. In J. Shonkoff, & S. Meisels, (eds.), Handbook of early childhood intervention (2nd edition). Cambridge university press, Cambridge.

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press

Contact

Jacinta Harper
Early Years Community Development Worker

Melbourne Citymission
123 Albion Street
Brunswick VIC 3056

Ph: (03) 9385 3207

Email Jacinta Harper

Website

http://www.melbournecitymission.org.au/

More information

More information on the Promising Practice Profiles can be found on the Communities and Families Clearinghouse Australia website.