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An evaluation of the Northamptonshire Baby Room Project© parents’ course – impact on parents

Richer, Suzanne Elise (2012)
Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.

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Richer_12_ApplidEdChildPsyD_Vol1.pdf
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Richer_12_ApplidEdChildPsyD_Vol2.pdf
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Abstract

Previous research indicates that early childhood experiences, such as responsive parenting and the home learning environment, influence child outcomes including emotional, social and cognitive development. Recent government policy calls for support for parents to enable them to improve outcomes for their children. In particular, support for parents during pregnancy and in the first five years of children’s lives has been recommended, in order to maximise the positive impact on children’s development, based on evidence of increased neural plasticity during the first three years. Few established parenting programmes focus on families with children under five years of age. The Northamptonshire Baby Room Project© Parents’ Course is a Local Authority course designed and run by Educational Psychologists for parents of babies under twelve months. It aims to provide information and evidence from research on how babies’ brains develop in the first year and how early experiences can impact on later development, whilst giving parents ideas and resources to improve the home learning environment. This evaluation investigates the impact the course has on parenting self-efficacy, the impact on parents’ knowledge of baby brain development, and any impact on parents’ practice following course completion. The roles of Children’s Centres and the community also discussed.

Type of Work:Ap.Ed.&ChildPsy.D. thesis.
Supervisor(s):Morris, Sue and Leadbetter, Jane
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:H Social Sciences (General)
L Education (General)
LB Theory and practice of education
LB1501 Primary Education
Institution:University of Birmingham
ID Code:3850
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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