ERIC Number: EJ772466
Record Type: Journal
Publication Date: 2005
Reference Count: 79
Parent Training: Can Intervention Improve Parent-Child Interactions?
Fleming, Darcy; McDonald, Linda; Drummond, Jane; Kysela, Gerald M.; Watson, Shelley L.
Exceptionality Education Canada, v15 n2 p77-100 2005
The aim of the present study was to determine the effect of the Natural Teaching Strategies (NTS) parent training intervention on parent and child behaviour during free play. A pretest/posttest experimental design was used with families recruited from Head Start programs. Measures of observed behaviour were used to determine the use of contingent responsive and scaffolding strategies by parents during free play with their preschooler. After six months of NTS training, it was found that parents were more positive and responsive to their children and episodes of joint engagement were longer, involving more reciprocity. Therefore, there is evidence that the NTS intervention has potential to support parents to engage their preschool aged children in longer more positive play interactions. (Contains 3 tables and 1 footnote.)
Descriptors: Disadvantaged Youth, Teaching Methods, Play, Preschool Children, Early Intervention, Parent Education, Parent Child Relationship, Program Effectiveness, Child Behavior, Interaction, Poverty, Foreign Countries, Parenting Styles, High Risk Students
Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: email@example.com; Web site: http://www.uofaweb.ualberta.ca/eec/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Canada