Parenting Program Research Articles

A Pilot Study to Examine the Effects of an Emotion Coaching Parenting Program for Chinese Parents of Preschoolers.

Parental emotion socialization is crucial to children's development, yet emotion-focused parenting programs are scarce in non-Western contexts. In this study, we developed a four-week emotion-focused parenting program based on the principles of emotion coaching for Chinese families with preschool-aged children. This program integrated parent group sessions with home-based parent-child shared reading. A total of 73 parents of preschoolers were recruited and randomly assigned to experimental and waitlist control groups. Three waves of data on parents' emotion-related parenting beliefs and practices and parenting stress were collected at pre-intervention, post-intervention, and three-month follow-up. Significant reductions in parents' punitive reactions, minimization reactions, and parent-child dysfunctional interactions were found in both the experimental and the waitlist control groups immediately after completion of the program. When combining data from both groups, a significant improvement in parents' expressive encouragement was observed at post-intervention and follow-up. Additionally, delayed effects of the program were found on parents' emotion-dismissing beliefs, problem-focused reactions, and overall parenting stress. This study was one of the first in China to develop an emotion-focused parenting program and rigorously examine its feasibility and effects, offering insights into the development of similar parenting programs in China.

Asian American Parenting and Youth Mental Health Outcomes: A Literature Review

ABSTRACTContrary to the “model minority” stereotype of being exceptionally healthy and successful, Asian American (AA) youth experience mental health disparities and are less likely to seek help. In 2020, suicide was the leading cause of death for AA youth aged 10–19. Parenting is essential for promoting youth mental health, and AA parenting is unique in the context of acculturation and enculturation. However, the impact of parenting on youth mental health among AA families remains underexplored and unsynthesized. This review aims to synthesize existing literature from 2003 onward on parenting and mental health outcomes among AA youth. Four databases were searched, yielding 44 articles published after 2003 for inclusion. Empirical studies meeting the following criteria were included: population focused on AA youth, study conducted in the U.S., included a mental health outcome, and included a parenting measure. Findings emphasize the importance of parenting in shaping the mental health outcomes of AA youth. Intergenerational acculturation gaps and family conflicts are associated with increased mental health risks, while parental warmth/support and family cohesion serve as protective factors. These findings highlight the need for culturally tailored parenting interventions to improve AA youth mental health. Future research should evaluate or adapt existing evidence‐based parenting programs to ensure cultural appropriateness and effectiveness in improving mental health of AA youth, ultimately reducing mental health disparities.

Exploring the Effectiveness of Combining Social Skills Training and Two Parent Programs in Improving the Social Competence of Children with Attention-Deficit/Hyperactivity Disorder

Background/Objectives: The objective of the present study was to examine the extent of effectiveness of two parent programs to complement an intervention in social skills for children with attention-deficit/hyperactivity disorder (ADHD). Methods: Fifteen children with ADHD participated in a program to develop social skills, while their parents were randomly assigned to two parent training programs that had different formats: a Parenting School (N = 8) or a Parent Workshop (N = 7). There were no significant differences between parents of both groups in knowledge about ADHD, obedience to commands, or strategies for addressing desirable and undesirable behaviors. The pre- and post-intervention social cognition and social interaction of ADHD children were assessed using a SSRS-C questionnaire (Social Skills Rating System—Child Form) and a controlled chat room, which allowed for observing how children interact in a virtual environment. Results: Children showed significant improvements in social competencies, such as identifying social cues, generating appropriate responses, and reducing hostile responses, with large effect sizes, following the social skills intervention. Comparing the two parent training programs, the Parent Workshop program demonstrated significant improvements in social cue detection and conversation memory, with more children achieving reliable changes in these variables than in the Parenting School program. Conclusions: Finally, the reliable change indices for children showed that the Parent Workshop demonstrated improvements in more than half of the subjects across all analyzed variables. Study limitations, implications for research and practice are discussed.

Behavioural interventions targeting the prevention and treatment of young children's mental health problems in low- and middle-income countries: a scoping review.

Globally, 10% of children and adolescents live with mental health problems and often lack high-quality care. Over 80% of people facing mental health issues reside in low- and middle-income countries (LMICs). Failing to address children's mental health may prolong these challenges into adulthood, impeding their chances for a healthy life. This scoping review aims to describe the types, implementation strategies, effectiveness, and gaps of existing interventions for preventing and treating mental health problems in early childhood (<10 years) in LMICs. The study employed a scoping review of experimental studies published 2007-2023. Major databases including PubMed, Embase, Web of Science, and PsycINFO were searched using key terms related to the population (children), intervention (mental and/or behavioural health programmes), and outcome (mental health problems). Three authors independently conducted search strategy, article screening, data extraction, and quality assessment. The findings were presented using descriptive analysis and narrative synthesis. Of 39 499 identified articles, 33 were included in the study, covering 7629 children and published between 2009-2022. Seventeen studies (51.5%) were from upper-middle-income countries, 13 (39.4%) were from lower-middle-income, and three (9.1%) were from low-income countries. Enrolment was community-based in 23 studies and health-facility based in 10 studies; the majority (79%) focused on children aged 3-8 years old. Almost two-third (63.6%) of studies were conducted in urban settings. Programmes encompassed various interventions such as parenting programmes (33.3%). A majority of studies (57.5%) employed group therapy for delivering the programme, with mental health professionals (21.2%) acting as the primary intervention providers. Interventions were primarily received by children (39.4%), followed by mothers/caregivers (33.3%). Most studies explored disruptive disorders (20 studies), social and behavioural problems (16 studies), and anxiety disorders (12 studies). Statistically significant intervention effects on child mental health outcomes were reported for 90% of published studies. Diverse behavioural programmes that improve the mental health of young children are available and effective in LMICs. Most interventions were delivered in urban settings and focus was on the use of health care professionals. Diverse intervention approaches, including parenting programmes and group therapy, were effective in addressing various mental health issues among young children.

Parental psychosocial factors and children’s oral health-related quality of life: Data from a caries prevention study with phone-based support

BackgroundCaries burden in children disproportionately affects minority and socioeconomically disadvantaged populations. Severe early childhood caries requiring general anesthesia (GA) is a significant concern, with high caries relapse rates in subsequent years.AimTo examine associations between parental psychosocial factors, children’s caries burden, and oral health-related quality of life (OHRQoL), including group differences, following a phone-based parental support intervention for children treated under GA for severe Early Childhood Caries (ECC).MethodsData were collected during a randomized controlled trial examining a phone-based parental support program. Parental stress was assessed using the Swedish Parenthood Stress Questionnaire (SPSQ), dental fear was measured with the Corah Dental Anxiety Scale (CDAS), and dental attitudes were evaluated using the Dental Beliefs Survey (DBS-R). Children’s OHRQoL was assessed using the Parental-Caregivers Perception Questionnaire (P-CPQ) and the Family Impact Scale (FIS). The Total Observed Caries Experience index was used to calculate the child’s cumulative caries burden. Unadjusted analyses were performed using t-tests, with effect sizes calculated as Cohen’s d. A two-step path analysis examined how parental factors, intervention, and baseline caries influenced caries burden at a one-year follow-up, while also assessing caries burdens impact on children's well-being.ResultsAt the one-year follow-up, the intervention group demonstrated significantly improved OHRQoL with lower mean scores on the P-CPQ and FIS compared to the control group, indicating fewer oral health issues and less impact on family life. No statistical differences were found in parental stress, dental fears, or dental beliefs between groups. Path analysis identified baseline caries and treatment group as significant predictors of caries burden, while intervention group predicted better OHRQoL outcomes. The model explained 86.2% of caries burden variance and 12.9% of OHRQoL variance.ConclusionA phone-based parental support program significantly improved children’s OHRQoL, even with a higher caries burden in the intervention group at the one-year follow-up. Parental stress, dental fears, and attitudes showed no differences and did not predict caries burden. Preventing early childhood caries in high-risk groups remains challenging, highlighting the importance of preventive initiatives that empower parents and foster collaboration with key stakeholders to reduce severe ECC.Registered at https://clinicaltrials.gov/ Identifier: NCT02487043.

Dealing with Childhood Externalizing Behavior: Protocol for a Feasibility RCT of the Being a Parent Program.

Concerning numbers of childhood behavior problems have been reported worldwide. Parenting interventions are considered one of the most effective early strategies to intervene with externalizing conduct. This protocol outlines a feasibility RCT that aims to implement a parenting intervention in Portugal and (a) test key feasibility parameters, (b) assess the fidelity and acceptability of the program, and (c) explore its effectiveness in childhood behavior problems, parenting skills, parental concern, and parental sense of competence. A double-blinded, two-arm feasibility RCT is described. The participants are the primary caregivers of children between the ages of two and eleven years old that identify difficulties in managing their child's behavior. Families will be randomly assigned to an intervention arm and a waitlist control arm. Parents in the intervention arm will participate in the Being a Parent program (Portuguese version: Ser Pai & Ser Mãe), an eight-week group intervention. Outcomes will be assessed using quantitative and qualitative measures throughout three assessment periods (pre- and post-intervention, and follow-up). This study marks the first feasibility RCT of the Being a Parent program outside the UK. The findings will provide information on the global strength of this program. Challenges and clinical implications are also discussed.

An Exploration of Korean traditional parenting virtues among Korean-American parents and the impact of the Ottuki parenting program

An Exploration of Korean traditional parenting virtues among Korean-American parents and the impact of the Ottuki parenting program

Parental Evaluation of a Responsive Parenting Program for Infants with Hearing Loss.

Parental satisfaction is an important factor in the evaluation of early intervention programs but is rarely investigated. The Muenster Parental Program (MPP) is a short, evidence-based early intervention program that focuses on parental responsiveness. It is a family-centered intervention for parents of infants aged 3-18 months who have recently been diagnosed with hearing loss and fitted with hearing devices, including prior to or following cochlear implant surgery. We aim to receive feedback from parents regarding the process and outcomes of their participation in the MPP. Following their participation, all participants of the MPP were asked to complete an evaluation questionnaire. This article reports feedback from the first 52 participants (44 mothers, 7 fathers, and 1 godmother). Their infants (N = 45) had moderate to complete hearing loss, they were aged 2-20 months, and 40% of them had an additional disease, disorder, and/or developmental delay. Parents reported high levels of satisfaction with the content, didactics, setting, and individual benefits of the intervention, and a high recommendation rate (92%). The aspects most appreciated were meeting other affected parents and the concrete individual support of parent-child communication, including video feedback. Almost all parents (96%) reported a change in their communication style with their child. This confirms the results of a previous controlled intervention study on the enhancement of parental responsiveness via the MPP. This evaluation of the MPP from a parental point of view has revealed equally high satisfaction with the content, setting, and didactics amongst all parents regardless of any potentially influential parent or child variables. The MPP is well suited to a wide range of close caregivers' needs despite the known diversity of children with hearing loss and their parents or families.

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.

Scaling up of parenting support to prevent violence against children in Tanzania: insights from policymakers and service providers

BackgroundEvidence shows that parenting behaviours, including the use of violent discipline, can be changed through programmatic interventions. This study seeks to examine how policymakers and service providers in Tanzania perceive the provision of parenting support as a strategy to prevent violence against children and what the enabling and hindering factors are for the scale-up of existing evidence-based parenting supports. It does this by applying Daly’s analytical framework for parenting support.MethodsQualitative research was undertaken, with interviews conducted with 20 key informants consisting of purposively sampled policymakers and service providers. The interview data were analysed using inductive and deductive coding and analysis.ResultsThe most prominent enabling factors noted for the scale-up of parenting support interventions in Tanzania include the existing supportive political commitment, the interventions currently on offer at the programmatic level, and the perceived understanding of Tanzanian caregivers of the importance of parenting and, thereby, a willingness to change. Current factors hindering the scale-up include the lack of a common understanding of what evidence-based parenting programmes entail, inadequate provision of human and financial capital to implement the programmes using community resources and deeply engrained social norms around adultism and gender.ConclusionDaly’s analytical framework allowed us to examine barriers and facilitators to scale-up the provision of parenting support to prevent violence against children, based on the viewpoints of policymakers and service providers. Understanding these barriers and facilitators will allow Tanzanian policymakers and service providers to further close the gap between the policies and the actual implementation of evidence-based parenting support programmes aimed at preventing violence against children.

The effectiveness of a novel parental training program in reducing problematic internet use of adolescents.

Problematic internet use and unsafe internet use are the two main potential negative consequences of children's online activities. Parents play a vital role in mitigating these consequences and creating a safe digital environment. Parental Vigilant Care (PVC) is a systematic approach that integrates active and restrictive mediation practices, allowing parents to regulate their involvement according to the alarm signs they detect. This study is a randomized controlled trial designed to assess the efficacy of the PVC parent training program. Families were randomly assigned to either the three-session PVC group (n = 92) or the control group (n = 65). Measures from parents and children (77% male; 12-16 years old) were assessed at baseline, postintervention, and an 8-week follow-up. In addition to self-report questionnaires, children's online activities (time and content) on smartphones were monitored. Compared to the control group, parents in the PVC group reported a lower sense of helplessness, fewer conflicts, improved child functioning, a better family climate, and greater knowledge of their children's online activities. Additionally, children demonstrated lower scores for problematic and unsafe internet use. A gradual reduction in children's time online and use of unsafe sites was observed during the intervention following the PVC training. Guided by the PVC model, parents increased their protective presence in their children's digital world, thereby reducing online risks for their children. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Infant Home Safety Programs for Parents to Prevent Injuries: A Systematic Review

This study aimed to create the foundation for developing infant home safety intervention programs by systematically reviewing the characteristics and effects of such programs designed for parents. A systematic literature search encompassing PubMed, Cochrane Library, Embase, and CINAHL was conducted to select studies reported in English or Korean from 2003 to 2023. Out of the 5419 studies extracted, 7 were selected for review. The infant home safety topics by development were varied such as integrated safety or specific like burn and scalds safety or car safety. Most studies reported positive effects on safety behavior or practice. Moreover, various intervention methods, such as home visitations, home safety kit, brochures, counseling, discussions, videos, etc., were utilized. The systematic review suggests that complex topics are essential for parents with infants and for expectant parents. The findings provide foundational data for evidence-based practices and directions for infant home safety programs for parents in community.

A Digital Parenting Intervention With Intimate Partner Violence Prevention Content: Quantitative Pre-Post Pilot Study.

Intimate partner violence (IPV) and violence against children are global issues with severe consequences. Intersections shared by the 2 forms of violence have led to calls for joint programming efforts to prevent both IPV and violence against children. Parenting programs have been identified as a key entry point for addressing multiple forms of family violence. Building on the IPV prevention material that has been integrated into the parenting program ParentText, a digital parenting chatbot, this pilot study seeks to explore parents' engagement with the IPV prevention content in ParentText and explore preliminary changes in IPV. This study aimed to assess parents' and caregivers' level of engagement with the IPV prevention material in the ParentText chatbot and explore preliminary changes in experiences and perpetration of IPV, attitudes toward IPV, and gender-equitable behaviors following the intervention. Caregivers of children aged between 0 and 18 years were recruited through convenience sampling by research assistants in Cape Town, South Africa, and by UNICEF (United Nations Children's Fund) Jamaica staff in 3 parishes of Jamaica. Quantitative data from women in Jamaica (n=28) and South Africa (n=19) and men in South Africa (n=21) were collected electronically via weblinks sent to caregivers' phones using Open Data Kit. The primary outcome was IPV experience (women) and perpetration (men), with secondary outcomes including gender-equitable behaviors and attitudes toward IPV. Descriptive statistics were used to report sociodemographic characteristics and engagement outcomes. Chi-square tests and 2-tailed paired dependent-sample t tests were used to investigate potential changes in IPV outcomes between pretest and posttest. The average daily interaction rate with the program was 0.57 and 0.59 interactions per day for women and men in South Africa, and 0.21 for women in Jamaica. The rate of completion of at least 1 IPV prevention topic was 25% (5/20) for women and 5% (1/20) for men in South Africa, and 21% (6/28) for women in Jamaica. Exploratory analyses indicated significant pre-post reductions in overall IPV experience among women in South Africa (P=.01) and Jamaica (P=.01) and in men's overall harmful IPV attitudes (P=.01) and increases in men's overall gender-equitable behaviors (P=.02) in South Africa. To the best of our knowledge, this is the first pilot study to investigate user engagement with and indicative outcomes of a digital parenting intervention with integrated IPV prevention content. Study findings provide valuable insights into user interactions with the chatbot and shed light on challenges related to low levels of chatbot engagement. Indicative results suggest promising yet modest reductions in IPV and improvements in attitudes after the program. Further research using a randomized controlled trial is warranted to establish causality.

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.

Community Implementation and Evaluation of the Chicago Parent Program.

The purpose of this study was to describe and evaluate the implementation of the Chicago Parent Program (CPP) in a community setting. Included are details of the co-designed implementation by academic and community partners, and parenting and child behavior outcomes. Two hundred eighty caregivers of children aged 2-5 years participated in the CPP in seven community sites. Measures of parenting and child behavior were administered at pre-intervention, post-intervention, and 3-month follow-up. Caregivers reported broad improvements in parenting and child behavior from pre-intervention through 3-month follow-up. No effects were found for attendance, COVID-19 exposure, and remote versus in-person delivery. The CPP was successfully implemented in a community setting and demonstrated significant changes in parenting and child behavior.

Parent Involvement in School Programs: How Parents are Actively Involved in Islamic Kindergarten

The purpose of this study is to describe parental involvement in school programs at Nurul Iman Islamic Kindergarten, Mataram City, as an effort to support the advancement of early childhood education (ECE). This research employed a qualitative approach using a case study method. Data collection techniques were carried out through triangulation, and data analysis was conducted inductively/qualitatively, with the researcher serving as the primary instrument. The study subjects included classroom teachers, the kindergarten principal, and parents of the children. Data analysis was conducted systematically by organizing, categorizing, synthesizing, and interpreting data from interviews, field notes, and documentation. The results indicate eight forms of parental involvement in school programs, including Committee Meetings, Inspiration Classes, Parent Classes, Parenting Classes, Sabtu Budaya, Outing Classes, Parent-Child Competitions, and the Maulid Nabi celebration. This involvement significantly benefits and supports the educational development of children. The parental involvement programs were successfully implemented and aligned with the planned objectives. Parents were not merely financial supporters but also participants, supporters, decision-makers, program implementers, and school committee members. This demonstrates strong collaboration between the school and parents in supporting early childhood education. The study, conducted in a single Islamic kindergarten, limits generalizability to broader contexts. Future research should compare diverse educational settings, incorporate parent surveys, and focus on long-term impacts. Reliance on interviews and documentation may overlook socio-economic influences. Additionally, researcher subjectivity suggests the need for more standardized methodologies.

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.

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.