Supporting parents through ECEC services: impact evaluation of a parenting support model in an area of disadvantage
Bibliographic record
Abstract
This study aimed to evaluate the impact of a parenting support model, Powerful Parenting, on parents’ partnership with early years educators, the home learning environment, and parental stress. The unique feature of this model involved locating a Parent/Carer Facilitator within each specific early childhood education and care setting to support parents. It has been implemented in an economically disadvantaged area in Ireland. A total of 44 parents in the intervention group and 35 in the comparison group completed questionnaires at two time points. No statistically significant differences were found between the groups. Implemented during the COVID-19 pandemic, the model may not have been delivered with the optimal approach to produce changes in the measured outcomes between the two assessments. However, the intervention group parents reported high satisfaction with the model. Further research into Powerful Parenting under more normal circumstances, in a post-pandemic context, will contribute to informing future parenting supports.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".