Parents' Day-to-day Involvement and Challenges with the Early Learning and Care System: Implications for Policy and Practice
Notice bibliographique
Résumé
In Canada and internationally, policy makers are moving towards more comprehensive and integrated service delivery models for early learning that include parent involvement and support as integral to their design. The current study was part of an ongoing evaluation of the Best Start project in Peel Region, a municipality in the Greater Toronto Area (GTA). Best Start aims to integrate preschool, junior/senior kindergarten, child care, public health and parenting programs into a seamless, easily accessible early child development system. This study examined whether parents with kindergarten children enrolled in Best Start schools, where kindergarten and child care were co-located and service integration was underway, would report lower levels of parenting daily hassles compared to parents of children in demographically similar schools where there was no service integration. Parental perceptions about hassles specific to child care and early learning settings were measured using the Early Childhood-Parenting Daily Hassles Scale (EC-PDH) (Arimura, 2008). Three areas of parenting stress that could potentially be reduced through service integration were explored: (1) seamless day – seamless access to care, education and family support; (2) connectedness – parents feeling involved and connected to their child’s school; and (3) parenting capacity – parents feeling confident in their parenting role. The study also combined hassles scores from Best Start and comparison schools to examine all parents’ involvement in the early learning and care system and the hassles they may or may not face on a daily basis as a function of parent demographics and program usage. Parents from 369 families in 10 schools were included in this study. Although Best Start parents did not report lower levels of parenting daily hassles compared to comparison parents, qualitative analyses at Best Start sites where parents used child care suggested that parents were feeling supported and they were forging positive relationships with staff. The positive relationships reported among parents and ECEs or other staff were not as frequent between parents and kindergarten teachers. Combined data indicated that all parents seemed to be experiencing the greatest hassles in the parenting capacity domain. Results are discussed in terms of policy implications for parent involvement in integrated full-day early learning programs such as full-day kindergarten.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,014 | 0,027 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,008 | 0,005 |
| Communication savante | 0,009 | 0,006 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».