School Readiness Coaching in the Pediatric Clinic: Latinx Parent Perspectives.
Children who enter school developmentally ready for kindergarten are more likely to succeed academically, be healthy and lead productive lives. However, low-income and minority children often enter kindergarten behind their more affluent peers. Pediatric clinics, as trusted family partners, are well...
| Publicado en: | Academic Pediatrics Vol. 21; no. 5; pp. 802 - 809 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
Jul2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151058678&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151058678 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 18762859 8NBK jtl: Academic Pediatrics issn: 18762859 maglogo: N pubinfo: dt: Jul2021 vid: 21 iid: 5 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 151058678 151058678 151058678 10.1016/j.acap.2020.10.009 151058678 ppf: 802 ppct: 7 formats: fmt: @attributes: type: P tig: atl: School Readiness Coaching in the Pediatric Clinic: Latinx Parent Perspectives. aug: au: Peterson, Jaime W. Almanzar, Nicole Chamberlain, Lisa J. Huffman, Lynne Butze, Taylor Marin-Nevarez, Paloma Bruce, Janine S. affil: Division of General Pediatrics, Department of Pediatrics, Stanford School of Medicine (JW Peterson, LJ Chamberlin, L Huffman, and JS Bruce), Stanford, Calif sug: subj: Hospitals, Pediatric Parental Attitudes Hispanic Americans School Health Services Human Male Female Qualitative Studies Thematic Analysis Semi-Structured Interview Quantitative Studies Male Female ab: Children who enter school developmentally ready for kindergarten are more likely to succeed academically, be healthy and lead productive lives. However, low-income and minority children often enter kindergarten behind their more affluent peers. Pediatric clinics, as trusted family partners, are well positioned to provide school readiness (SR) support. To explore Latinx parent perceptions of a clinic-based SR coaching intervention using qualitative methods. Intervention was a 1-hour visit with an SR coach (bilingual community health worker trained to assess child SR, role model SR skills and provide educational tools and community resources). Qualitative theme analysis of Latinx parent semistructured interviews completed 6 to 9 months after SR coaching intervention (June 2016–February 2017). Parent-child pairs received the SR coaching intervention (N = 74), postintervention interviews (N = 50) were completed, audio recorded, and transcribed. Iterative team-based coding and inductive thematic analysis of interviews were conducted. Three domains emerged and included the SR coaching model, community SR resources, and parent SR knowledge. Subthemes included 1) Parents valued the one-to-one SR coaching intervention, were receptive to coach recommendations and believed other parents would benefit from SR coaching; 2) Parents tried new early literacy activities with their child; 3) Despite positive intervention effects, parents lacked a comprehensive understanding of SR. A brief clinic-based SR coaching intervention with a bilingual SR coach was well received by low-income Latinx parents and increased parent SR behaviors. Expanded implementation and further quantitative evaluation using school entry child-specific data are needed to quantify effects. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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