Children learn everywhere, and all the time. They are constantly observing, asking questions, trying new things, and building relationships as they explore their environments. Research suggests that only 20% of children’s waking hours each year are spent learning in classrooms. That means 80% of their time is open for exploring and learning in the home and community settings. As we have discussed in previous blogs, research suggests that parenting and the home environment are the dominant factors in children’s academic success (1, 2, 3, 4).
KIPS Blog: Parenting Assessment in Practice & Research
Parents interact with children physically in many ways. Just because a parent isn't physically touching a child does not mean that the parent isn't physically interacting with their child. Physical interaction is an important factor in assessing parenting, and includes both touching and non-touching. Non-touching physical interaction is sometimes referred to as nonverbal interaction or body language. The quality of physical interaction is an important factor in child-parent attachment.
I am staggered by the weightiness of the topic of race, poverty and parenting, because its implications are incredibly important. I ask myself, ‘what lay at the heart of the matter of this conversation’? Does a propensity of research really prove that poor Black and Hispanic children experience double jeopardy because of poverty and low quality parenting. Or, is this an instance of the intersection of research and stereotypical life experiences of the poor and minority?
Easter Seals Vermont provides a variety of family engagement services across the state. In seven child welfare districts, Easter Seals staff work alongside the Department for Children and Families social workers to provide preventative and restorative services. One of the programs developed by Easter Seals is called Family Time Coaching, based on Marty Beyer’s Visit Coaching innovation.