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The added impact of parenting education in early childhood education programs: A meta-analysis

Author

Listed:
  • Grindal, Todd
  • Bowne, Jocelyn Bonnes
  • Yoshikawa, Hirokazu
  • Schindler, Holly S.
  • Duncan, Greg J.
  • Magnuson, Katherine
  • Shonkoff, Jack P.

Abstract

Many early childhood education (ECE) programs seek to enhance parents' capacities to support their children's development. Using a meta-analytic database of 46 studies of ECE programs that served children age three to five-years-old, we examine the benefits to children's cognitive and pre-academic skills of adding parenting education to ECE programs for children and consider the differential impacts of: 1) parenting education programs of any type; 2) parenting education programs that provided parents with modeling of or opportunities to practice stimulating behaviors and 3) parenting education programs that were delivered through intensive home visiting. The results of the study call into question some general longstanding assertions regarding the benefits of including parenting education in early childhood programs. We find no differences in program impacts between ECE programs that did and did not provide some form of parenting education. We find some suggestive evidence that among ECE programs that provided parenting education, those that provided parents with opportunities to practice parenting skills were associated with greater short-term impacts on children's pre-academic skills. Among ECE programs that provided parenting education, those that did so through one or more home visits a month yielded effect sizes for cognitive outcomes that were significantly larger than programs that provided lower dosages of home visits.

Suggested Citation

  • Grindal, Todd & Bowne, Jocelyn Bonnes & Yoshikawa, Hirokazu & Schindler, Holly S. & Duncan, Greg J. & Magnuson, Katherine & Shonkoff, Jack P., 2016. "The added impact of parenting education in early childhood education programs: A meta-analysis," Children and Youth Services Review, Elsevier, vol. 70(C), pages 238-249.
    • Handle: RePEc:eee:cysrev:v:70:y:2016:i:c:p:238-249
    DOI: 10.1016/j.childyouth.2016.09.018
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    Citations

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    Cited by:

    1. Douglas J. Besharov & Douglas M. Call & Jason M. Scott, 2020. "PROTOCOL: Early childhood education programs for improving the development and achievement of low‐income children: a systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(3), September.
    2. Chan, Stephanie W.Y. & Rao, Nirmala & Cohrssen, Caroline & Richards, Ben, 2021. "Predicting child outcomes in Bhutan: Contributions of parenting support and early childhood education programmes," Children and Youth Services Review, Elsevier, vol. 126(C).
    3. Harrison, Linda J. & Andrews, Rebecca & Hadley, Fay & Irvine, Susan & Waniganayake, Manjula & Barblett, Lennie & Davis, Belinda & Hatzigianni, Maria & Li, Hui, 2023. "Protocol for a mixed-methods investigation of quality improvement in early childhood education and care in Australia," Children and Youth Services Review, Elsevier, vol. 155(C).
    4. Ankita Patnaik & Sarah Avellar, "undated". "Improving Children’s Well-Being through Responsible Fatherhood Programs," Mathematica Policy Research Reports a62561cdc7ec4e1bb1ff8814f, Mathematica Policy Research.
    5. McCoy, Dana Charles & Salhi, Carmel & Yoshikawa, Hirokazu & Black, Maureen & Britto, Pia & Fink, Günther, 2018. "Home- and center-based learning opportunities for preschoolers in low- and middle-income countries," Children and Youth Services Review, Elsevier, vol. 88(C), pages 44-56.

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