Home-Based Early Education for Refugee and Local Children via Mothers: A Model of Contextually Sensitive Early Intervention.
Contextually sensitive home-visiting programs can foster positive parenting and enhance child development and learning especially among vulnerable families exposed to armed conflict, forced displacement, and poverty. Developed based on ecological model and family resilience theories, the Home-Based...
| Publicado en: | Journal of Child & Family Studies Vol. 31; no. 4; pp. 1121 - 1145 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Apr2022
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=156931737&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 156931737 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Apr2022 vid: 31 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 156931737 10.1007/s10826-021-02197-7 ppf: 1121 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1MB tig: atl: Home-Based Early Education for Refugee and Local Children via Mothers: A Model of Contextually Sensitive Early Intervention. aug: au: Erdemir, Ersoy affil: Department of Primary Education, Faculty of Education, Bogazici University, North Campus, ETA-B 304, Istanbul, Turkey su: Home schooling Early intervention (Education) Experience Phenomenology Alternative education Mother-child relationship Education of refugees sug: subj: Home schooling Early intervention (Education) Experience Phenomenology Alternative education Mother-child relationship Education of refugees keyword: Early Childhood Education Home Visiting Parent Intervention Parenting Resilience Well Being Early Childhood Education Home Visiting Parent Intervention Parenting Resilience Well Being ab: Contextually sensitive home-visiting programs can foster positive parenting and enhance child development and learning especially among vulnerable families exposed to armed conflict, forced displacement, and poverty. Developed based on ecological model and family resilience theories, the Home-Based Early Childhood Education (HECE) program provided an 11-week home-visiting intervention to Syrian refugee and local Turkish mothers in impoverished host communities of Turkey. The program was implemented in 3566 households with the same number of mothers and 4103 children, and aimed to promote children's early development and education by strengthening parenting practices and teacher roles of mothers. This interpretative phenomenological study explored mothers' lived experiences regarding changes in their children, themselves, and overall family as a result of their program participation. 30 refugee and 20 local mothers were interviewed by drawing upon ecocultural family interview. Interpretative hermeneutic analyses identified four superordinate domains that improved throughout the program: (1) Early development and learning, (2) mother–child interaction, (3) family cohesion and social network, (4) mother empowerment. Within each domain, a variety of positive changes were documented. Intervention content and home visitor characteristics were the two important elements that propelled the changes. Consistent with ecological and resilience perspectives, the positive changes that occurred in each domain cumulatively enhanced home microsystem quality and promoted family well-being. Overall, the HECE program served an effective home-visiting intervention strategy in strengthening parenting capacity and fostering child development by enabling a quality early education and learning environment at home. Results have translational implications to guide child and family interventions for vulnerable populations. Highlights: Developed based on ecological and family resilience theories, the HECE was a contextually sensitive home-visiting intervention program for families from vulnerable environments. Participation in the HECE program fostered positive parenting and promoted early development and learning. Participation in the HECE program enhanced mother–child interaction, family cohesion, and social network. Participation in the HECE program empowered mothers in various roles and bolstered their social cohesion. With its content and implementation structure, the model of the HECE program can guide support policies of nations for at-risk families. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|