Parent Education Programmes Research

Some parents may need financial help; some parents may need provision of local, convenient high-quality preschools; since every child is unique so that even confident, experienced parents may also need help, even if they don’t need help with ‘being parents’. Not to mention that family with children with special needs would require a lot of professional support. To support parents in parenting and rearing their children, parent education programmes and parenting services emerged (Gong et al P. This chapter provides a review of the literature on parent education programmes in the UK, Europe, and US, in particular, parents’ needs and perceptions vis-a-vis these programmes. Parent Education Programmes With their popularity and efficient development, increasingly diverse parent programmes provide targeted services and support for children and parents in diverse situations.

Across various programmes, a similarity can be drawn that an expected result would change in parents’ behaviour. For instance, the approach used by Early childhood STEP (Systematic Training for Effective Parenting) programme is an analysis of responses by parents on the basis of the poor behaviour of children. Parents are then encouraged to respond to the needs of their children in ways that would enhance positive responses and productive interactions. In addition, a key piece of research by MacDonald (2014) evaluated the Early Childhood STEP related to this study, with interviews of five parents who participated in and dropped out of the programme for a better understanding of the concepts and experiences of the parent class. The purpose of the study was to identify factors that led to the withdrawal of participants, and to study what participants thought the optimal plan would be.

According to studies conducted (Collins & Fetsch, 2012), various parenting programmes were ranked based on the readiness to use, scientific evidence supporting and theories supporting the programme and the effectiveness of the programme. Some of the top-ranked programmes include STEP and Triple P. STEP, as mentioned earlier, deals the effect on children misbehaviors. STEP has been considered one of the most well researched of the stated programmes. The methodology of research included a pre-test and a post-test analysis of experiences by parents while dealing with behavioral attributes. Parents as Teachers Programme (PAT) has also received acclaim due to the scientific evidence ((Gong et al P. 560) that supports the programmer’s methods and recommendations. This programme emphasizes intellectual and literacy development. Training in parental matters begins during pregnancy and ends at the stage of kindergarten entry.

Just like the first two examples, the programme has received critical acclaim(Gordon, 2000) due to its positive results and the wide amount of scientific evidence that support its methods. Parents and children with different circumstances need more targeted support. Some parents want to teach their children by following the traditional pattern, while some think education should keep pace with the times and look for new and scientific rearing methods. In addition, along with the changing times, different types of families face complicated problems, such as single-parent families, divorced families, families with children with special needs, and lesbian families. For families with different backgrounds and needs, there are corresponding parent education programmes, providing specialised service to the targeted parent populations. For example, Jewell, Schmittel, Mccobin, Hupp, and Pomerantz (2017) mentioned that for divorced parents and children, corresponding parent education programmes designed relative courses and provide professional suggestions to help parents’ and children’s adaptation to divorce and reduce conflict between parents.

Many of these kids have turned out to be the most popular as well as skilled because they have been exposed to this facts which if their parents were left to handle alone they would have not managed to handle them as required, academically this children would produce excellent results which are commendable to their parents as well as the society. Chinese parental guides have relied too much on technology due the rise of automatic technology. Technology has been able to easily distinguish the needs of children by categorizing them according to their sex, age, educational level, marital status as well as family income. Technology has been able to prove that it is indeed clear to show the factors that are considered while rising the kid, they have been able to understand the role of the child while he or (Wang et al 412) she is still a toddler and being related to the future success of the child (Wang and Feng, 45)The level of parental care in the modern child has received a big boost from the technological advancement which has come into the realization of the full identification.

Chinese parents are known to have the toughest children discipline in the world; the same was then transferred to schools back in the year 1986 whereby parents could delegate the parental duties to the teachers who will do it in form of corporal punishment most at times. Research Questions Although many parent education programmes and relative literatures have been studied and developed, such programmes and studies in China have been less common. To achieve the aim of this study, to identify Chinese parents’ perceptions and needs relating to parent education programmes for young children, for increasing parental confidence and knowledge of child development in China, the author raised three research questions: i. What assistance do Chinese parents of young children think they need from parent education programmes? ii.