Parent education in family literacy programs: a mixed methods study

This mixed-methods study aimed to provide insights into family literacy programs, with a specific focus on the parent education component used by the Parent as Teachers program through home visiting and/or playgroup models. Specifically, the Parents as Teachers program influenced parents’ parental knowledge, parenting efficacy, and parental behaviors. Quantitative data were collected through surveys using questions from the Knowledge of Infant Development Inventory- Short Form- Short Form (KIDI-SF) and the Parental Sense of Competence Scale-Revised (PSOC-R), as well as through a quantitative observation tool known as the Home Observation for Measurement of the Environment Inventory-Short Form (HOME-SF). Qualitative data were gathered through interviews conducted alongside home observations. 44 participants completed the survey, and ten parents participated in the observation and interview. The study found that higher knowledge averages and smaller gaps between parenting efficacy and satisfaction were associated with older age groups, higher education levels, and longer program participation. Findings from the interviews highlight the importance of support, validation, and community connections in enhancing parental outcomes. This research highlights the importance of family literacy programs in promoting positive parenting practices and provides valuable insights for enhancing program design and implementation.