ERIC Number: EJ1320254
Record Type: Journal
Publication Date: 2021
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-2440
EISSN: N/A
Family-Focused Early Learning Programing: Access, Opportunities, and Issues in One Canadian Context
Doyle, Antoinette; Li, Ling
SAGE Open, v11 n4 Oct-Dec 2021
Family-focused early learning programs aim to assist parents in supporting their young children language and literacy development. This study examined program access and learning opportunities for diverse families across a wide range of community-based settings in one eastern Canadian province. As well, the study examined practitioners' perspectives on issues related to program development and implementation. Primarily through surveys, practitioners provided data on more half of all community-based programs in the province. The findings of the study showed that most programs offered a form of parent and child focused drop-in play as the core of their programing. Few programs offered a more formalized parent-facilitator learning component as is sometimes found in other jurisdictions. The issues and challenges in programing identified by practitioners included attracting participants, maintaining funding and expanding program activities, and staff training to expand and enhance programing to meet the needs of families. These issues are discussed in light of current public policy and practice.
Descriptors: Foreign Countries, Program Effectiveness, Access to Education, Community Programs, Parent Education, Parent Role, Child Development, Language Acquisition, Preschool Children, Emergent Literacy, Family Literacy, Family Programs, Resource Centers, Program Development, Program Implementation, Financial Support, Scheduling, Program Content, Barriers, Family Involvement, Leadership, Networks, Urban Areas, Rural Areas
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A