123-01: Child Development Knowledge as a Predictor of Early Father Engagement: The Mediating Role of Fathering Self-Efficacy

Early father engagement has been linked to a host of positive child outcomes.  This study examined fathers’ child development knowledge (self-perceived and objective) as predictors of father engagement (verbal stimulation, caregiving, and physical play) with infants.  Additionally, parental self-efficacy (PSE) was examined as a potential mediator.  Results revealed that fathers’ perceived child development knowledge positively predicted engagement with infants (verbal stimulation and caregiving), while objective knowledge did not.  While self-perceived knowledge did predict PSE, PSE was not found to mediate the relationship between knowledge and engagement.

Objectives

- To investigate the relationship between fathers’ knowledge of children’s developmental processes and milestones and their engagement with their infants.
- To examine if the relationship between fathers’ knowledge and fathers’ engagement is mediated by fathers’ self-efficacy.
- To provide insight into underlying factors predicting early father engagement.

Keywords: fatherhood, parent-child relationships, infancy

123-02: Positive Behavior Management: A Multicontextual System For Promoting Childhood Development at Home and at School

The positive behavior management system (PBMS) is an evidence-based set of strategies shown to be effective for managing misbehavior while reinforcing interpersonal relationships and fostering a sense of responsibility and capability within the child and was designed within a positive youth development (PYD) framework. The primary aim/goal of this study was to assess potential associations between pedagogy, content, and program evaluation outcomes, quantified using effect size, in a parent education program implemented in Florida as a methodological case study for use in other states. Implementation programs are typically weak in at least one of these three areas, though all three are critical to program success. Results of this study are discussed as a potential model for promoting other pedagogically and empirically sound educational programs.

Objectives

- To evaluate the effectiveness of the Positive Behavioral Management Skills relationship education program.
- To analyze potential associations between pedagogy, content, and evaluating program outcomes and how they can be used as a model of designing, delivering, and evaluating effective educational programming.
- To demonstrate the need for effective pedagogy, content, and/or evaluation of program outcomes in order to promote successful educational programming.

Keywords: evidence-based practices / programs, pedagogy, child care

123-03: Parenting and the Home Numeracy Environment: An Intervention Study

This paper presents the results of an intervention study examining parents’ current support for numeracy in their home and the effectiveness of adding mathematical activities. The participants are families with children who attended two preschools. Data were collected in three waves for a total sample size of 40. This study employs a single group pretest-posttest design and occurred in three phases: pre-assessments of the home numeracy environment and children’s numeracy, a 15-week intervention, and post-assessments of the home numeracy survey and children’s numeracy. Preliminary analyses show an increase in parental expectations for children’s mathematical understanding and parental support for early numeracy as well as an increase in children’s mathematics skills.

Objectives

- Determine which mathematical activities parents prefer to use with their children in the home.
- Assess how parents are currently supporting children’s early numeracy understanding in the home.
- Analyze how parents’ math intervention at home impacts children’s mathematical learning.

Keywords: early childhood, parents / parenting, education

123-04: Planting the Seeds for Family Engagement Through a Farm and Nature-Based Early Childhood Education Program

In supporting the development of the whole child, farm and nature-based educational programs are uniquely positioned to support family engagement through nature and agricultural experiences. Here, we describe the impact of “Farm Sprouts,” a nature-based early childhood education program held at Michigan State University Tollgate Farm and Education Center. In addition to supporting environmental stewardship in children, program staff took steps to connect families to the educational content and activities experienced by their children. Survey and interview data demonstrate the program’s success in increasing family engagement around program content, time spent outdoors as a family, time spent gardening as a family, and family conversations around where food comes from. Results demonstrate the positive impact nature-based programs can have on both children and families.

Objectives

- To evaluate the impact of a farm and nature-based early childhood education program.
- To demonstrate the process through which farm and nature-based education programs can impact and support family engagement.
- To analyze the impact of farm and nature-based education from a family perspective.

Keywords: early childhood, evaluation, education