Applying intervention mapping to develop an early childhood educators' intervention promoting parent- child relationships
Abstract
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.
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Positive approaches to early intervention are built upon the understanding that infants and toddlers develop through trusting and caring relationships with adults.
“Positive approaches to early intervention are built upon the understanding that infants and toddlers develop through trusting and caring relationships with adults (O' Connor et al., 2019;Stockall et al., 2012).”
From The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it (2022) · cites this paper as O' Connor et al., 2019
Giving early support is more cost and time efficient than waiting until school age.
“It is also argued that giving early support is more cost and time efficient as opposed to waiting until school age (Koegel et al., 2014;O'Connor et al., 2019).”
From The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it (2022) · cites this paper as O'Connor et al., 2019
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- Authors
- O’Connor, A., Skouteris, H., Nolan, A., Hooley, M., Cann, W., & Williams-Smith, J.
- Affiliations
- Deakin University (AU)
- Parenting Research Centre (AU)
- Early Childhood Management Services, Northcote, Australia
- Corresponding author
- Skouteris, Helen
- Venue
- Early Child Development and Care
- Publisher
- Informa UK Limited
- Published
- 2017-08-10
- Volume
- 189
- Issue
- 7
- Pages
- 1033-1050
- ISSN
- 0300-4430 (ISSN-L)
- 1476-8275
- OpenAlex
- W2744663485
- Cited by
- 15
- References
- 21
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 3 · 2022: 3 · 2021: 1 · 2020: 1 · 2018: 1
- FWCI
- 1.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Early Child Development and Care (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- parent-child relationship, early childhood educators, intervention mapping, intervention development, social-emotional development, needs assessment, logic model, teacher knowledge, early childhood education and care
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