Parent Education Program Research Articles

한국형 사회정서역량 증진을 위한 부모교육의 필요성

This study was conducted to establish a theoretical foundation for the necessity of parent education based on the Korean social-emotional competencies proposed by the Ministry of Education. To this end, the concept and educational significance of Social-Emotional Learning (SEL) were examined. Next, CASEL's core competencies were compared with Korean social-emotional competencies to analyze the commonalities and differences between them in relation to educational direction and cultural specificity. As a result, the findings revealed that both frameworks emphasized ‘self’ and ‘relationship’competencies. Additionally, ‘community values’ and ‘mind health’competencies were identified as distinctive features reflecting Korea’s cultural and educational characteristics. For social-emotional learning to have an educational impact, a cooperative relationship between schools and families must be established. Therefore, to ensure the stable implementation and promotion of Korean social-emotional education, family engagement is essential. Based on each core competency, this study proposes a framework for a parent education program aligned with Korean social-emotional competencies.

역량 중심 학부모교육을 위한 학부모 역량모형 개발 연구

This study aims to develop a competency model for competency-based parent education. Through conducting a comprehensive literature review, focus group interviews (FGI), and Delphi surveys, a parental competency model consisting of five competency clusters, 16 core competencies, and 40 sub-competencies was established. The model identifies five primary competency clusters: self-care, basic parenting, child education, school collaboration, and support for child independence. The self-care cluster includes self-understanding and reflection, self-management and growth, and social relationship building. The basic parenting cluster encompasses understanding children's characteristics, practicing positive parenting, and fostering a healthy family culture. The child education cluster comprises establishing an educational philosophy, providing character and life guidance, and supporting learning. The school collaboration cluster includes understanding educational policies, engaging in school activities, and collaborating with teachers. Finally, the support for child independence cluster includes promoting children's self-esteem, fostering challenge-seeking behaviors, facilitating self-directed career exploration, and nurturing social contribution awareness. This study offers a systematic framework for parental competencies, providing a robust foundation to shape future parent education programs and enhancing the practical competencies of parents.

Improving the quality of contacts during foster care: Learnings from foster families

Abstract Contact visit with the family of origin during foster care is a recognized right in Spain, although these contacts are often not of quality. The current study examines the changes achieved by foster families who have completed the parental education programme Visits: a context for family development to improve the quality of the visits that children in non-kinship foster care have with their birth parents. Qualitative research was conducted using semi-structured interviews before and after the intervention with six foster carers from four foster families. This study demonstrates the short-term effectiveness of the potential of this programme to improve the quality of contact visits and collaboration relationships between birth and foster families. It highlights the importance of adequately preparing foster carers to enhance contact visits quality, by promoting parenting skills, encouraging communication between the foster carers and the child, and providing resources to manage the preparation of children for visits. My Visits Book is a resource that helps foster carers to feel more engaged in collaboration with birth families. These findings are relevant for child welfare practitioners to promote positive parenting during foster care and contact, creating rewarding experiences for parties involved.

The development and effects of an online parent sexuality education programme for preschool children in Türkiye

ABSTRACT This study aimed to develop an online sexuality education programme for the parents of children aged 3–6 years, by enhancing their knowledge of sexuality education, their attitudes towards sexuality education, their use of positive communication during sexuality education, and their awareness of sexual abuse. A quantitative semi-experimental design, using a Solomon four-group model, was adopted. The sample consisted of 410 parents in Ankara, Türkiye. Data were collected using a Personal Information Form, the Sexual Development Knowledge Scale, the Sexual Education Attitude Scale, the Sexual Communication Scale, and the Child Sexual Abuse Knowledge/Attitude for Parents Scale. The data were analysed using paired sample t-tests, independent sample t-test, and ANCOVA. The online Parental Sexuality Education Programme for the Preschool Period was found to have a significant effect on the sexual knowledge levels, attitudes, communication, and awareness of sexual abuse of the parents. According to findings of a follow-up test performed 12 weeks later, the programme exhibited retention in sexual development knowledge, positive attitudes towards sexual education, and sexual communication. Retention was not achieved in relation to sexual abuse knowledge/attitudes.

Developing and Implementing an Integrated Family Education Program (IPMD-F) for Parents of Children With Reading Difficulties: Insights From an Action Research Study.

This research aims to identify the problems and needs of families of children with reading difficulties, develop an Integrated Process-Based Family Education Program (IPMD-F) to address these needs, and implement it. The study used a community-based participatory action research approach, following a four-stage process: general information collection, needs identification and action plan creation, development and implementation of the IPMD-F, and evaluation. Conducted during the 2023-2024 academic year in Ankara, Turkey, with 16 volunteer parents of children diagnosed with learning disabilities, data were collected using qualitative and quantitative tools. Qualitative data were analyzed using thematic reflexive analysis, while quantitative data were analyzed using the Wilcoxon signed-rank test to determine pre-test and post-test score differences. Findings derived from a synthesis of personal development theory, a holistic approach, and a neurodiversity perspective revealed that the program assisted parents in attaining a holistic outlook, reinforcing parent-child communication, and cultivating coping strategies. Our assessment also substantiated the program's efficacy in practice. This study highlights that the IPMD-F can be a significant resource for families of children with reading difficulties and suggests broader implementation of such programs.

The spatial inequality of early care and education centers

Given the importance of early care and education (ECE) programs for children's development and parents’ labor force participation, it is critical to ensure communities — particularly those home to historically marginalized populations — have predictable and equitable access to programming and services. Yet, there are few useful data resources and thus relatively little research examining variation in local access to ECE programs. In this article, we examine county-level disparities in participation in and availability of ECE centers by child poverty rate, racial and ethnic composition, and urban-rural geography using a unique national dataset of county-level ECE program enrollment and expenditures from 2000 to 2019. Measures of ECE access in these data reflect a mix of publicly provided and funded programs, as well as privately-run programs that may be operated by nonprofit or for-profit entities. Findings suggest that public ECE per capita enrollment is higher in rural than urban counties, whereas private ECE program enrollment appears more highly concentrated in urban counties. Counties with higher child poverty rates also have lower enrollment rates at private ECE centers compared to counties with lower child poverty rates. We find mixed results when comparing public (e.g., public preschool, Head Start) and private ECE enrollment across counties by racial and ethnic composition. Finally, we examine year-over-year volatility in ECE enrollment and expenditures and find that public ECE programs are more stable compared to private ECE programming, which may promote equity in ECE stability.

Factors Influencing the Willingness of Hospitalized Children's Parents to Engage in Patient Safety: A Cross-Sectional Study.

Hospitalized children's patient safety incidents can have a significant long-term impact on their physical, psychological, cognitive, and social development. Family-centered care emphasizes engaging parents, and parental involvement is an effective way to ensure child safety. This study aims to identify the factors influencing parents of children with hospitalization experiences in their willingness to engage in patient safety. In this cross-sectional study, we surveyed 210 parents whose children had been hospitalized within the past one year in South Korea. We used a structured questionnaire including patient safety knowledge, patient safety literacy, children's hospitalization experience, and the willingness to engage in patient safety. The collected data were analyzed using descriptive statistics, t-test, chi-square test, analysis of variance, correlational analysis, and regression analysis. The willingness to engage in patient safety had significant positive correlations with patient safety knowledge (r=0.36,p<0.001) and patient safety literacy (r=0.24,p<0.001). The variables that had a statistically significant influence on the willingness to engage in patient safety were the birth order of the hospitalized child (β=0.41, p=0.014), patient safety knowledge (β=0.25, p<0.001), communication with the child (β= -0.25, p=0.018), and attention to safety and comfort (β=0.21, p=0.026). This study found that the birth order of the hospitalized child, patient safety knowledge, and children's hospitalization experience are important factors in parents' willingness to engage in patient safety. The findings indicated the need to develop patient safety education programs for parents, considering the facilitators of and barriers to their willingness to engage in patient safety.

Parental concern: increasing involvement and support for early childhood movement learning activities

Introduction. Parents must provide movement learning activities for young children. Play activities are an important means of developing children’s motor skills. The Study Aims. This research aims to explore and analyze the role of parents and their level of concern for movement learning activities in children aged 4-6 years. Material and Methods. This study employs qualitative methods with a grounded theory approach, ensuring a thorough and rigorous analysis. Twenty-five parents and eight teachers were surveyed, all parents had children aged 4-6 years, and the teachers had a minimum of four years of experience in teaching. This study implements data triangulation, utilizing open-ended semi-structured interviews, observation, and document analysis to gather research data. Results. The research results highlight various factors influencing parents’ level of concern, including their understanding of the importance of motor learning activities, availability of time and resources, social support, and perceptions of the child’s abilities and interests. This research shows that most parents are very involved, supportive, and care about their children’s development, although many still focus on improving their children’s academics. Conclusion. These findings can be the basis for educational policies and development programs that involve parents’ active role in young children’s motor development. Practical implications of this research include the development of educational programs for parents and interventions designed to increase their awareness and involvement, as well as promote children’s optimal health and development through movement learning activities. Parents need to understand the concept of children’s movement games as a continuous learning medium in supporting children’s motor skills.

Prevalence and factors of physical punishment and psychological aggression toward children under five in Mongolia: an analysis of the 2018 Social Indicator Survey

ABSTRACT Background The global prevalence of violence against children is alarmingly high, with millions facing violent discipline and physical punishment. In Mongolia, domestic violence-related criminal offenses have sharply increased, with a 46.92% surge in the first quarter of 2020 compared to 2019. Objective This study aimed to estimate the prevalence of and identify factors associated with physical punishment and/or psychological aggression experienced by children under 5 years old from their caregivers. Methods We used data from the nationally representative 2018 MICS6 dataset. To examine the association between independent and dependent variables, we used multilevel Poisson regression because it provides a better estimate and is more interpretable when the prevalence is relatively high. Results The prevalence of psychological aggression was reported at 32.3% and physical punishment at 31.6%, including severe forms. Nonviolent techniques were common, with 77.5% exclusively using nonviolent discipline. Psychological aggression was more likely to occur in older children (3 and 4 years old) and in households with Buddhist heads. Additionally, 3-year-olds are more likely to experience physical punishment compared to 2-year-olds. Conclusion These findings underscore the need for targeted policy interventions, including age-sensitive parental education programs and religious and cultural sensitivity measures. Comprehensive educational and awareness programs are essential to foster a culture of nonviolence across all educational levels, highlighting the need for context-specific policies to safeguard the well-being of children in Mongolia.

Sosialisasi Program Kerja Pengembangan Sumber Daya Manusia Perempuan di Kelurahan Cepoko Kecamatan Gunungpati Kota Semarang

According to the Central Statistics Agency (BPS), the level of education and welfare in the family greatly influences the quality of human resources in Indonesia. Therefore, efforts to strengthen family functions, such as increasing parental education and social welfare programs, are key in accelerating national development. This increase in human resources includes knowledge and skills in processing agricultural products, especially rambutan fruit, crystal guava and longan into processed food products with higher selling value such as chips. Apart from that, this program also trains them in creative product packaging, marketing, bookkeeping, simple financial management, and the use of digital technology, including online learning applications and social media. With these skills, they are expected to be able to contribute to improving the family's economy, as well as opening up new business opportunities that support financial independence.

Analyzing Parental Involvement in Youth Basketball.

Parental involvement in youth sports is increasingly relevant in scientific research since parents have gradually developed awareness regarding youngsters' sports experiences. This study aimed to (1) examine potential differences in athletes' and parents' perceptions of parental involvement practices in youth basketball, (2) verify whether these perceptions differ by sex, and (3) analyze the relationship between the different perceptions dimensions recorded. The analysis included a large sample of 423 Portuguese participants (151 youth basketball athletes and 272 parents) who completed the Parental Behaviors in Sports (PBSP) questionnaire. The PBSP comprises a version for parents and a version for athletes, composed of five dimensions: (1) sports support, (2) competition attendance, (3) technical influence, (4) performance pressure, and (5) sports expectations. No significant statistical differences regarding PBSP dimensions were observed between boys and girls in the athletes' group. However, in the parents' group, fathers scored significantly lower than mothers in sports expectations (p = 0.001). Differences between athletes' and parents' perceptions were evident in competition attendance (p = 0.023), technical influence (p ≤ 0.001), and sports expectations (p = 0.023). When analyzing the dyads of boys-fathers and girls-mothers, significant differences were found for technical influence (p = 0.035), performance pressure (p = 0.020), and sports expectations (p < 0.001) between boys and fathers. Among girls and mothers, differences were perceived exclusively for technical influence (p = 0.005). Finally, technical influence correlated significantly with performance pressure (r = 0.351, p < 0.001) and sports expectations (r = 0.367, p < 0.001). These findings demonstrate the crucial importance for sports researchers and practitioners to consider differences in perceptions based on sex and role (athlete or parent) when designing and implementing parental educational programs.

The Current Status and Influencing Factors of Digital Product Use Among Young Children in the Digital Age

The rapid development of digital technology has fundamentally changed family education in the digital age. This study aims to explore the current status of digital product use and influencing factors among children aged 0-6 years. This study examined the prevalence of digital devices, average screen time, and parents' attitudes toward digital technology in early childhood education by conducting a questionnaire survey of 1,477 families in Sichuan Province , China, and in-depth interviews with four families. The results show that digital products are widely present in families and parents recognize their educational value, but also face challenges in content, time, and online safety management. Differences in parents' digital literacy levels further affect their ability to support children's digital activities. This study recommends the development of a comprehensive parent education program, the establishment of a high-quality digital resource platform, and the strengthening of family guidance to optimize the use of digital technology in early childhood education. The findings contribute to the global discussion on digital literacy, early childhood development, and family education.

A Comprehensive Evaluation of Goslings-II: A Sustainable Early Language and Literacy Program for NICU Parents.

This program evaluation aimed to assess the impact of a streamlined and less expensive version of Goslings-I (a NICU parent education program) on parents' early language and literacy practices and their confidence in interacting with their infants. This evaluation used a single-group, pre- and posttest, mixed-methods design. Sixty-three parents completed pre- and postprogram questionnaires on the frequency of language and literacy activities, confidence in understanding infant signals, and program satisfaction. Seven parents participated in follow-up interviews. Interview participants reported on interaction with their infants 1-2 weeks after attending the program. Goslings-II resulted in self-reported positive behavioral changes in parent-infant interactions, increased early language and literacy activities, and enhanced confidence. Parents also reported they could apply Goslings-II skills to other parent-infant interactions, like diapering. Positive results from this evaluation are similar to the original program, Goslings-I, demonstrating program effectiveness at a more affordable price.

Knowledge, attitudes and strategies on contraceptive utilization among adolescents: views from beneficiaries and parents in City of Kigali

IntroductionPregnancy among adolescents is a significant public health concern worldwide, particularly in developing countries, including Rwanda. Although contraception could be an effective tool to prevent unintended pregnancy, its utilization among adolescents is often low.AimThis study explored knowledge, attitudes and strategies on contraceptive utilization among adolescents.MethodsMixed method research (MMR) using a cross-sectional design, Sequential explanatory design was used to explore the views from 394 participants in Gitega Sector. This approach was chosen to first quantify the prevalence and patterns of contraceptive use through the questionnaire-based survey, and then to deepen understanding by exploring attitudes, beliefs, and experiences of adolescents and parents through in-depth interviews and focus group discussions. This sequential approach allowed quantitative findings to guide qualitative inquiry, providing richer context to the statistical data. For the quantitative phase, convenience sampling facilitated by the in charge of Health at the sector level and community health workers at the cell level ensured effective access to the study’s target demographic. Qualitative participants were purposively chosen to gain detailed insights from those identified with unique or significant experiences in the initial survey. Data were analyzed using SPSS version 25.0 for quantitative analysis and ATLAS.ti 23 for qualitative analysis.ResultsThe study found that both adolescents and parents (59.1%) have a low level of knowledge about contraceptive utilization, with adolescents (75.5%) showing significantly lower knowledge than parents (46.4%). A majority of the participants, 195 (56.7%), had a positive attitude towards contraceptive utilization among adolescents. Bivariate analysis revealed significant associations between knowledge and socio-demographic factors such as education (P = 0.00) and marital status (P = 0.00), indicating higher knowledge levels among those with higher educational attainment and married individuals. Additionally, attitudes towards contraceptive utilization were significantly influenced by occupation (P = 0.005) and religion (P = 0.00). However, challenges such as the lack of parent-child communication and low knowledge contributed to the low contraceptive usage despite the existing initiatives such as the INGOBYI Activity.ConclusionThe findings highlight a need for targeted interventions that address the specific challenges identified, including the lack of knowledge and communication barriers. Improved education and awareness programs for both adolescents and parents, along with supportive community strategies, may enhance contraceptive utilization. A concerted effort involving parents, healthcare providers, and community leaders may foster a supportive environment that encourages responsible and informed contraceptive use among adolescents.

Effects of hospital treatment for congenital heart defects on mother-infant bonding, maternal stress, and parenting

BackgroundInfants with a Congenital Heart Defect (CHD) are now surviving longer with more medical treatment available. Many of these infants undergo hospitalisation for life-sustaining procedures in their first seven months. However, barriers to bonding and the psychological burden on parents while caring for an infant during this time can cause issues for the child-parent relationship. This study aimed to assess links among intensive care factors, maternal stress, the Mother-Infant Bond (MIB) and parenting in these mother-infant dyads. Design and methodsA convenience sample of 148 mothers of CHD children was collected via the Heart Kids Facebook page. An anonymous Qualtrics survey of demographic, hospital experience, MIB, maternal stress and parenting variables was completed retrospectively by mothers of infants with CHD. FindingsThe results indicated that MIB and maternal stress were positively and strongly correlated. Hospital experiences of breastfeeding, staff support required for handling the infant, and prolonged separation were associated with both maternal stress and poorer quality MIB. Maternal past experiences of being parented with care was negatively correlated with maternal stress and MIB difficulties. Time of diagnosis and current parenting style were unrelated to any other variable. Testing the effects of barriers to infant contact and the effect of cardiac surgery highlighted some challenges in assessing these features of care. ConclusionResults indicated that postpartum mothers living through the traumatic experience of supporting their infant while they received treatment for CHD need more individualised psychological and social support to promote positive psychological outcomes for the mother-infant dyad. Practice implicationsHealthcare providers should prioritise mental health support and create opportunities for mothers of infants with congenital heart disease (CHD) to engage with their babies, even in intensive care settings, to reduce stress and improve mother-child bonding. Given that breastfeeding can unexpectedly increase maternal stress in these environments, flexible feeding alternatives and realistic guidance should be offered. Additionally, reflective parenting education programs should help mothers understand how their own upbringing influences their parenting approaches during this critical period.

A 12-week WeChat education, relaxing, and care program relieves anxiety, depression, insomnia, and posttraumatic stress disorder in parents of childhood lymphoma patients

ABSTRACT Objectives In our previous study, we conducted a 6-month WeChat education and care program for parents of pediatric acute lymphoblastic leukemia patients, which was effectively alleviated anxiety, depression, and insomnia. This study implemented a 12-week WeChat education, relaxing, and care program (WERC) to investigate its effect on psychological disorders and insomnia in parents of childhood lymphoma patients. Methods Totally, 112 parents of 56 childhood lymphoma patients were randomized at a 1:1 ratio into WERC (N = 56) or normal care (NC) (N = 56) groups to receive corresponding 12-week interventions. The self-rating anxiety/depression scale (SAS/SDS), Athens insomnia scale (AIS), and impact of events scale-revised (IES-R) scores were assessed at enrollment (W0) and 12 weeks after the initiation of the intervention (W12); score changes (W0–W12) were also calculated. Results Scores of the scales at W0 did not differ between groups (all P > 0.05). The WERC group showed a lower SAS score at W12 (P = 0.045) and greater change in SAS score (P < 0.001) than the NC group. The SDS score at W12 was not different (P = 0.119), while SDS score change was numerically greater (P = 0.076) in the WERC group than the NC group. Compared with the NC group, the WERC group tended toward a decreased AIS score at W12 (P = 0.054) and a greater AIS score change (P < 0.001). The IES-R score at W12 was lower (P = 0.040), and the IES-R score change was greater (P = 0.013) in the WERC group than the NC group. Conclusion A 12-week WERC ameliorates psychological disorders and insomnia better than NC in parents of childhood lymphoma patients.

Relationship between Family Background and Academic Achievement of Business Education Students in Delta State Tertiary Institutions

This study investigates the relationship between family background, specifically parenting styles, and the academic achievement among Business Education students in higher institutions in Delta State, Nigeria. Utilizing a quantitative research design, data were collected from 200 students through structured questionnaires that assessed parenting styles (authoritative, authoritarian, permissive, and neglectful) and academic performance metrics. The results suggest that authoritative parenting significantly enhances academic success, while authoritarian and neglectful styles negatively impact students' performance. The results highlight the critical role of a supportive and balanced parenting approach in fostering academic achievement. These results highlight the significance of parental involvement in education and suggest that targeted interventions for parents could improve academic outcomes for students. The study concludes with recommendations for parental education programs, enhanced school-parent collaboration, and further research on the socio-cultural factors influencing parenting and academic success.

Cyber Sex Crimes Targeting Children and Adolescents in South Korea: Incidents and Legal Challenges

This review paper addresses the growing and increasingly sophisticated issue of cyber sexual crimes targeting children and adolescents. It explores specific examples of various sexual offenses, analyzes the limitations of current legal frameworks, and offers practical recommendations for prevention. As one of the world’s most advanced digital societies, South Korea has witnessed a significant rise in such crimes. These incidents are classified into clear criminal acts, tactics used to lure minors, and occurrences within virtual environments, all of which should be integral to educational programs for children and parents. This study also examines the UK’s Online Safety Act, recognized as a leading model in combating online sexual offenses, and highlights the deficiencies in South Korean law. Given that these crimes often extend into the offline world, exploit vulnerable groups with increasing subtlety, and are challenging for individuals to counteract alone, there is a critical need for specialized education for minors, metaverse training for parents, and the enhancement of both legal measures and international cooperation in this area.

Workshop training to facilitate parental involvement in their children’s mathematics education: parents’ perceptions

This study investigated the effectiveness of workshops on parental involvement in their children’s mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children’s home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children’s mathematics education, which will probably affect their education performance positively.

Participation in the Missouri Parents as Teachers Parent Education Program and third grade math and English language arts proficiency

The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) (n = 9777), while controlling for relevant child, parent, family, and school-level factors. We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.