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Applying intervention mapping to develop an early childhood educators’ intervention promoting parent–child relationships
journal contributionposted on 2019-01-01, 00:00 authored by A O Connor, Helen 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.