Division of General Pediatrics, Department of Pediatrics, Stanford School of Medicine (JW Peterson, LJ Chamberlin, L Huffman, and JS Bruce), Stanford, Calif.
Stanford University (N Almanzar and T Butze), Stanford, Calif.
Acad Pediatr. 2021 Jul;21(5):802-808. doi: 10.1016/j.acap.2020.10.009. Epub 2020 Oct 20.
Children who enter school developmentally ready for kindergarten are more likely to succeed academically, be healthy and lead productive lives. However, low-income and minority children often enter kindergarten behind their more affluent peers. Pediatric clinics, as trusted family partners, are well positioned to provide school readiness (SR) support.
To explore Latinx parent perceptions of a clinic-based SR coaching intervention using qualitative methods. Intervention was a 1-hour visit with an SR coach (bilingual community health worker trained to assess child SR, role model SR skills and provide educational tools and community resources).
Qualitative theme analysis of Latinx parent semistructured interviews completed 6 to 9 months after SR coaching intervention (June 2016-February 2017). Parent-child pairs received the SR coaching intervention (N = 74), postintervention interviews (N = 50) were completed, audio recorded, and transcribed. Iterative team-based coding and inductive thematic analysis of interviews were conducted.
Three domains emerged and included the SR coaching model, community SR resources, and parent SR knowledge. Subthemes included 1) Parents valued the one-to-one SR coaching intervention, were receptive to coach recommendations and believed other parents would benefit from SR coaching; 2) Parents tried new early literacy activities with their child; 3) Despite positive intervention effects, parents lacked a comprehensive understanding of SR.
A brief clinic-based SR coaching intervention with a bilingual SR coach was well received by low-income Latinx parents and increased parent SR behaviors. Expanded implementation and further quantitative evaluation using school entry child-specific data are needed to quantify effects.
为幼儿园发展做好准备的儿童更有可能在学业上取得成功、保持健康并过上富有成效的生活。然而，低收入和少数族裔的儿童往往在进入幼儿园时落后于他们较为富裕的同龄人。儿科诊所作为值得信赖的家庭合作伙伴，非常适合提供入学准备 (SR) 支持。
使用定性方法探讨拉丁裔家长对基于诊所的 SR 辅导干预的看法。干预措施是与 SR 教练（经过培训可评估儿童 SR、示范 SR 技能并提供教育工具和社区资源的双语社区卫生工作者）进行 1 小时的访问。
对拉丁裔家长完成 SR 辅导干预后 6 至 9 个月（2016 年 6 月至 2017 年 2 月）的半结构式访谈进行定性主题分析。接受了 SR 辅导干预的家长-儿童对（N=74），完成了干预后访谈（N=50），并进行了录音和转录。对访谈进行了基于团队的迭代编码和归纳主题分析。
出现了三个领域，包括 SR 辅导模式、社区 SR 资源和家长 SR 知识。子主题包括 1）家长重视一对一的 SR 辅导干预，接受教练的建议，并认为其他家长将受益于 SR 辅导；2）家长与孩子一起尝试新的早期识字活动；3）尽管干预效果积极，但家长对 SR 的理解并不全面。
与双语 SR 教练一起进行的简短基于诊所的 SR 辅导干预受到低收入拉丁裔家长的欢迎，并增加了家长的 SR 行为。需要进一步扩大实施并使用针对入学儿童的具体数据进行定量评估，以量化效果。
