Research Brief

Family Literacy Support Network

Characteristics of a Quality Parenting Education Program

Written By
The Family Literacy Support Network
Division of Curriculum and Instructional Services
Los Angeles County Office of Education

December 2013

After 11 years of serving as a contractor to First 5 LA,

in building the capacity of their First Five LA-funded
Family Literacy programs, the Family Literacy Support
Network (FLSN) at the Los Angeles County Office of
Education (LACOE) has collected both quantitative and
qualitative data to inform the answer to the question,
“What are the characteristics of a quality parenting
education program?”

I. Background Statement

The Harvard Family Research Project (HFRP) believes that

“for children and youth to be successful from birth through
adolescence, there must be an array of learning supports
around them.”1 These learning supports include families. HFRP
calls the network of supports “complementary learning.” HFRP
goes on to identify three family involvement processes that aid
in fostering healthy outcomes: parenting education, home-school
relationships and responsibility for learning outcomes.

If we know that the first five years of life is critical to the The recommendations presented in this brief focus on
child’s development, then what we do to support families is implementing a quality parenting education program.
also critical to building a long-lasting home-school-community On April 19, 2013 FLSN hosted a focus group with First 5 LA-
connection that improves child and family outcomes. Family Literacy Parenting Educators to discuss the key
characteristics of a quality parenting program. Nine of the
In 2002, the Family Literacy Support Network (FLSN) at 17 First 5 LA-funded family literacy grantees participated
the Los Angeles County Office of Education (LACOE) was in responding to eight questions. The questions were shared
created by a contract from First 5 LA under their family in advance with participants. The focus group was two hours
literacy initiative. Over the years, FLSN has worked to build long and conducted by Esther Yasui, FLSN partner. We used
the capacity of schools and community-based organizations a round robin protocol, starting with a different respondent
in delivering quality family literacy programs that include for each question. Participants were given 2-3 minutes to
parenting education as one of four key components that lead to respond to each question. The responses were recorded for
school readiness for young children, and obtainment of family purposes of this brief.
goals for participating parents.
II. FLSN’s Definition of Parenting Education A. FLSN’s characteristics of quality parenting
education include:
FLSN and First 5 LA-funded family literacy programs
1. The “right” staff
used the following definition of Parent Education as one of
the components of a comprehensive, four-component family
Identify staff with professional, personal, and process skills
literacy model. The definition was written in FLSN’s A
that show a keen interest for supporting and working with
Framework for Continuous Quality Improvement in Family
parents. Professional skills for a competent parenting
Literacy Programs (2005), the definition reads:
educator include: background in adult learning theory and
early childhood education, strong community leadership
“Parent Education supports children’s literacy
and advocacy skills. Personal traits desired include:
development, both affective and cognitive, and early
compassionate, empathetic, open-minded, non-judgmental,
educational success.”
sincere, patient, a sense of humor, flexible, and respectful of
First 5 LA family literacy grantees must support parents in diverse families. The ability to communicate in the language
recognizing the importance of providing their children with of the dominant parent group is helpful. Process traits
language and literacy-rich experiences at home, so their might include a good listener, facilitator and coach, as well as
children will be ready for school and prepared for educational knowledge of marketing and evaluation. A strong parenting
and life success. educator would also have her/his firm beliefs on parenting
and understand how it effects the way they relate to parents.
Over the last six years, with input from family literacy Additionally, it is important that the parenting educator
parenting educators and research, FLSN has expanded have a commitment to professional growth, demonstrated by
its definition of parent education to include a more holistic attending professional development opportunities, staying
understanding of what it takes to assist adults in their current with research and best practices, and networking
ongoing role as a parent and a child’s first and most important and sharing with others in the field of parenting education.
teacher. FLSN’s definition promotes parenting education as (Framework: The National Extension Education Parent
an on-going, evolving process that supports adults in their role Model, 1992.)
as parents. Today, FLSN’s definition reads:
2. Adequate space, time, and resources to meet the
“Parenting Education empowers parents with the needs and interests specified by the parents
capacity and confidence necessary to nurture healthy
relationships; to support their child’s development (social, Designate a common meeting space, area, or even a bulletin
emotional, cognitive, and physical,); to access and navigate board dedicated to sharing information with parents. Offer
community systems; and to increase their leadership instruction that is of sufficient intensity and duration to
and advocacy skills in support of their family, school, achieve long-lasting changes in parenting attitudes and
and community.” behaviors, based on agency and community resources
available. For example, First 5 LA family literacy grantees
offer a minimum of 10 hours a month of parenting education
and 10 hours of parent and child interactive literacy activities.
III. Characteristics of a Quality Parenting The time commitment should match the needs and interests
Education Program of parents and be supported by community partners and/
or adequate funding. According to Kumpfer (1999), at least
Based on research, practice, and FLSN’s recent focus group 30-40 contact hours are needed for a positive and long lasting
findings with First 5 LA family literacy parenting instructors, impact of family programs. The allocated space should create
the following eight (8) characteristics were identified as key a stimulating environment that promotes a safe zone for
to providing quality parenting education. Several of the parents to share and receive education and information, and
characteristics identified below are aligned to one or more to reflect and share about their experiences as parents.
of the following frameworks: 1) Strengthening Families
Protective Factors by the Center for the Study of Social Policy;
2) The National Extension Education Parent Model, (1992);
and 3) Head Start Relationship Based Competencies for Staff
and Supervisors Who Work With Families.
3. A parent needs/interest assessment and goal setting with parents rather than giving directions (business talk) or
commands. Such language models for parents precisely what
It is essential that the program content be aligned with staff encourage them to do with their children. (Frameworks:
the family’s cultural beliefs and parental expectations and Strengthening Families Protective Factors by the Center for
this can be confirmed by a needs assessment conducted the Study of Social Policy; The National Extension Education
either formally or informally. Once needs are identified, it Parent Model, 1992.)
is important that the staff respond in a timely manner by
gathering the community partners and/or resources required 5. Social connections
to address the interests and needs expressed. FLSN suggests
the following categories for the needs assessment: Parents’ social connections with peers foster trusting
relationships and a safe and nurturing environment
a) nurturing healthy parent-child relationships (e.g. positive necessary for families to experience new learning, and
discipline, motivating children) the sharing of information, resources, and strategies. The
b) learning about child development (All domains: social, First 5 LA external evaluation of the Family Literacy
emotional, cognitive, and physical) Initiative conducted by the American Institutes for Research
(2009) found that parents reported group discussions with the
c) navigating community systems (e.g. school systems,
teacher and their peers was most valuable for their learning.
community resources)
Additionally, staff heard from parents that the families
d) obtaining leadership and advocacy skills (e.g. public participating in their program become like an “extended
speaking, time management, team building, problem-solving) family.” The program becomes a place where parents can
share successes, needs, and challenges, as well as significant
Once needs/interests are identified, it is suggested that
family milestones, birthdays, births, vacations, and even
program staff work with families to establish reasonable
grieving a family loss. To increase social connections, staff
expectations and goals. First 5 LA family literacy grantees
create a sense of identify and belonging for families through
usually start parents with goal setting for their children and
informal and formal ways. Informally, staff may use common
their family, then move parents to setting goals for their own
nametags or a T-shirt for special events that creates identity.
educational goals and interests.
As for creating a sense of belonging for families, staff plans
a number of activities or events where teamwork is required;
4. A strengths-based approach
at some sites they do this through planning educational field
Using a strengths-based approach fosters social-emotional
and intellectual skills in families as it pertains to parent-child
relationships, child development, parenting and leadership. As
one parenting educator said, “I recognize that parents come
with a rich history, with skills such as resiliency and resolve.”
Most parenting educators believe that all parents want what’s
best for their children. Another parenting educator shared,
“Parents are their child’s first and most important teacher
and the one who provides the academic and moral foundation
for their children. When we respect parents, we form a
trusting relationship with them that leads to a partnership
supporting school readiness skills and continual growth
and learning.” To support parents in their social emotional
development, parenting educators teach parents strategies
for managing emotions such as anger and frustration so they
can model positive social-emotional skills for their children. A
shared guiding philosophy among parenting educators is the
importance of reminding parents that they already possess
many skills when entering the program. Most often, staff uses
praise and encouraging language (positive reinforcement)
trips, summer learning activities, or garage sales to raise promote school readiness, and the home-school connection.
money for end of year events. These activities encourage For example, understanding the developmental stages and
families to work together toward a common goal, while the importance of reasonable expectations, as well as having
strengthening the social cohesiveness of communities as books in the home and/or learning read aloud strategies, are
noted in Strengthening Families: A Guidebook for Early always popular topics with families served. Data from the
Childhood Programs published by the Center for the Study of First 5 LA 2011-12 parent survey showed….”
Social Policy.
that there was a 25% increase in the number of families
To increase social connections that promote healthy and that had 26-50 or 50+ books in the home. The scores went
positive relationships among parents of young children, from 46% at pre-survey to 71% at the post-survey. Often
First 5 LA Family Literacy parenting educators provide times, parents share that their parents didn’t read to them,
a number of unique lessons and parenting activities that so these newly acquired strategies are useful for creating a
inspire, influence, and instigate in parents a sense of culture of literacy in their homes. Family literacy parenting
“awakening” to the joys of parenting, of belonging, and of educators shared that they work to promote and model
building strong social ties in support of their family and life-long learning practices such as problem-solving skills,
self. Research demonstrates that it is the quality of social persistence, resiliency, and a love for learning--skills we know
relationships that promote trust, reciprocity, flexibility, and are critical to both a child and parent’s social-emotional and
common experiences that protect children from negative intellectual development. FLSN supports staff in helping
outcomes such as child neglect and abuse. parents recognize that everyday opportunities can be used as
teachable moments (E.g. folding laundry, grocery shopping,
(Frameworks: Strengthening Families Protective Factors and gardening are great times to promote language, math,
by the Center for the Study of Social Policy; The National and science). According to last year’s parent survey data,
Extension Education Parent Model, 1992; Head Start families increased the frequency of talking to their children
Relationship Based Competencies for Staff and Supervisors about the letters of the alphabet in books or signs--61%
Who Work With Families.) at pre-survey and 81% at post-survey, a 20% increase.
Parenting educators are constantly sharing strategies, tools,
6. Child development and home-school connections and resources that parents can use immediately at home, at
school and in the community to foster a child’s development
Key to the work of First 5 LA family literacy grantees and
and learning. To meet the diverse learning styles of parents,
FLSN is supporting parents to understand the stages of child
parenting educators must have an understanding of adult
development, the types of activities they can do at home to
learning theory and an arsenal of strategies to deliver For example, FLSN’s partnership with Infinity Auto Insurance
instruction that is engaging and relevant to all parent encouraged parents to do outreach with their neighbors to
learners. (Frameworks: Strengthening Families Protective promote literacy in the home and share Infinity’s Read Conmigo
Factors by the Center for the Study of Social Policy; The Program as an available resource. Over 1,000 families were
National Extension Education Parent Model, 1992; Head reached through this FLSN parent leadership campaign.
Start Relationship Based Competencies for Staff and (Framework: Head Start Relationship Based Competencies for
Supervisors Who Work With Families.) Staff and Supervisors Who Work With Families.)

7. Family supports

First 5 LA family literacy program staff support families by IV. Impact of Parenting Education
sharing effective ways they can be resourceful and how to
access resources in times of need. On average, First 5 LA- As a result of the services offered by First 5 LA-funded family
funded family literacy programs have 17 partners in nine literacy grantees, FLSN’s focus group participants shared the
different categories that are relied on to provide families with following list of skills that they have observed their strongest
information, services, resources or referrals. As one parenting family literacy parents have learned in order to support their
teacher shared, “I bring resources from community agencies child’s readiness for school. These skills include the following:
such as the school district to talk about children with special
• knowledge of child development stages and milestones
needs, so they have peace of mind.” In some cases, programs
create parent peer networks to foster the idea of families • strategies to support their child’s learning at home
helping families. At one site, parents got together to create a • understanding of the importance of reading and how to
monthly swap meet to trade things like children’s clothing, make learning fun
toys, books, etc. (Frameworks: Strengthening Families • learning about kindergarten standards and
Protective Factors by the Center for the Study of Social Policy; school expectations
Head Start Relationship Based Competencies for Staff and
• familiarity with navigating the school system, how to get
Supervisors Who Work With Families.)
involved, and communicating with their child’s teacher
8. Leadership and advocacy skills • confidence in and advocating for their child and family at
school and in the community
To get parents ready to engage as full partners in their child’s
education, staff creates formal and informal opportunities for Skills or attitudes acquired by adults to support their role as
parents to gain leadership skills and confidence that they can parent, individual, and community member include:
use at home, school, and in the community. At home, parents
may lead their family in establishing a schedule that helps • Understanding and appreciation of the important role
with bedtime routines such as reading. At school, parents parents play as their child’s first teacher in motivating and
on the Parent Advisory Board might lead the creation and preparing children for school and life success.
implementation process of a backpack lending program or the • Understanding of the impact and influence that people,
planning of family activities during the summer months. To places, and community have on their child’s growth
support parents with advocacy for their families and their and development
community, First 5 LA family literacy parenting educators • A personal “awakening” period that helps parents develop
teach organizational skills, time management, public speaking, their individual purpose, clarity of role and goals for
and budgeting. Educators also seek out opportunities for their themselves as an adult.
parents to present their thoughts and beliefs on issues of
• A sense of belonging and responsibility to their school and
importance to them. Just this year, several parents presented
community as demonstrated through increased leadership
public testimony before the First 5 LA Commission and/or their
roles at school and in their faith-based and community
local school board to advocate for funding support for their family
groups, particularly when their child’s growth and/or
literacy program. Parents are encouraged to voice their interests,
community’s well-being is threatened.
opinions, and concerns for their family and their community.
Additionally, First 5 LA family literacy programs often find
ways to have parents interact with members of their community.
V. Recommendations VII. References

Recommendations for implementing a quality parenting Center for the Study of Social Policy (CSSP). 2003.
education program are www.cssp.org

1. Hire the “right” staff DeBord, K., Bower D., Goddard, H., Kirby, J., Myers-Walls, J.,
Mulroy M., Ozretich, R., (2002). National Extension Parenting
2. Identify adequate space, time, and resources to meet the
Educators’ Framework, University of Minnesota. Retrieved
needs and interests specified by parents
from http://cyfernet.org/parntingpractices/preface.html
3. Conduct a parent needs/interest assessment and help
parent set reasonable goals Family Literacy Support Network, Division of Curriculum
4. Use a strengths-based approach and Instruction, Los Angeles County Office of Education
5. Focus on social connections (2005). A Framework for Continuous Quality Improvement in
Family Literacy Programs. Los Angeles, California.
6. Inform and educate on child development and home
literacy practices Kumpfer, Karol K. Strengthening America’s Families:
7. Provide on-site family supports and or referrals to help Exemplary Parenting and Family Strategies for Delinquency
families in times of need prevention. Office of Juvenile Justice and Delinquency
8. Create opportunities for parents to learn and practice Prevention, April 1999.

leadership and advocacy skills

Office of Head Start, National Centers, The National Center
on Parent, Family and Community Engagement, Prepared
under Grant #90HC0003 for the U.S. Department of Health
VI. Conclusion
and Human Services, (2012)
Parenting refers to the attitudes, values and practices of
Quick, H.E., Parrish, D. Manship, (2009). Evaluation of the
parents in raising their children. Parenting Education is
First 5 LA Family Literacy Initiative: Year 5/6 Report.
one strategy within a larger family support system that is
designed to support parents to be their child’s first and most
important teacher, and partner in their child’s educational Endnotes
and life success. Parenting education works! It impacts the
1. Harvard Family Research Project. (2006).
quality of life of children, families and communities of this Family Involvement in Early Childhood Education.
generation and generations to come. Going forward, children Cambridge, MA.
who are receiving this type of positive parenting are more
likely to grow up to be skillful, joyful, confident parents
themselves. The challenge now becomes securing more
funding for parenting programs that support an increasing
number of families who are ready and willing to be full
partners in their child’s education, and advocates for their
family, school, and community.

Acknowledgments

First 5 LA oversees the Los Angeles County allocation of Family Literacy Support Network
funds from Proposition 10, which added a 50-cent tax on Liz Guerra
tobacco products sold in California. Funds raised help pay Sandra Gonzalez
for health care, education and child development programs Esther Yasui
for children from the prenatal stage to age 5 and their
families. First 5 LA’s mission is to increase the number
First 5 LA Family Literacy Parenting Instructors
of young children who are physically and emotionally
healthy, safe and ready to learn. For more information,
please visit www.First5LA.org.