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Applying intervention mapping to develop an early childhood educators’ intervention promoting parent–child relationships

Version 2 2024-06-06, 00:00
Version 1 2018-05-30, 08:47
journal contribution
posted on 2024-06-06, 00:00 authored by A O Connor, H Skouteris, Andrea NolanAndrea Nolan, Merrilyn HooleyMerrilyn Hooley, W Cann, J Williams-Smith
Supporting parent–child relationships is vital for children’s social and emotional development, future health and well-being. As children now spend significant amounts of time attending early childhood education and care settings, it is opportune that interventions be designed for educators to promote and nurture parent–child relationships. The aim of the current paper was to describe the systematic development of the Educator–Parent–Child Relationship (E-PCR) programme using six steps of the Intervention Mapping protocol. The results of a needs assessment lead to development of the Building Educator Knowledge (BEK) framework, logic model and matrices for programme, performance and change objectives. Theory-based methods and practical strategies were identified to develop intervention materials at three socio-ecological levels: (i) individual, (ii) interpersonal and (iii) organizational. Future evaluations will assess the implementation and effectiveness of the E–PCR programme.

History

Journal

Early child development and care

Volume

189

Pagination

1033-1050

Location

Abingdon, Eng.

ISSN

0300-4430

eISSN

1476-8275

Language

eng

Publication classification

C1 Refereed article in a scholarly journal, C Journal article

Copyright notice

2017, Informa UK Limited

Issue

7

Publisher

Taylor & Francis