Task 3

Jasmine Capers

Old Dominion University

Annotated Bibliography for Parents as Teachers

Carroll, L. N, Smith, S. A, & Thomson, N. R. (2014). Parents as Teachers Health Literacy Demonstration Project: Integrating an Empowerment Model of Health Literacy Promotion Into Home-Based Parent Education. Health Promotion Practice,Volume16(2), pp. 282-290. Retrieved from  https://doi.org/10.1177/1524839914538968

The focus of Parents as Teachers Health Literacy Demonstration Project: Integrating an Empowerment Model of Heatlh Literacy Promotion Into Home-Based Parent Education relates to The Up Centers Parents as Teachers program because it integrated maternal health literacy with this study.  The results showed that mothers with education did overall better with their children within the program compared to mothers or families that did not have health literacy.  It improved their health literacy. This promotion in health literacy helped the mothers better manage their own health along with their children’s health care. The Program took efforts in doing the home based teachings in hope of empowering the mother. This allowed the mother to take power in her own hands and have the confidence to help her household. Parents as Teachers does home based counseling to teach parents that they are the first teachers that their children should have prior to entering school. This program incorporates empowering the mother with health literacy.

Collins, B. G., &Collins, T. M. (1994). Child and adolescent mental health: Building a system of care. Journal of Counseling and Development: JCD, 72(3), pp. 239. Retrieved from doi:http://dx.doi.org.proxy.lib.odu.edu/10.1002/j.1556-6676.1994.tb00928.x

Child and adolescent mental health: Building a system of care used this study to promote and foster positive changes in mental health systems serving children and adolescents. This relates to

Parent as Teachers because a screening is conducted prior to a family enrolling and during home visits.  If a parent educator notices something off they are able to refer the family to get the proper care from a doctors office.

Manz, P., & Bracaliello, C. (2016). Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning. Early childhood Research Quarterly, 36, pp. 157-167.  Retrieved from https://doi.org/10.1016/j.ecresq.2015.12.015

Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning used their article to compare the how home play differs with parents and a school based environment. By using the home visits to entice a play environment the study is able to tie it in with the beliefs of how home play effects the learning atmosphere in school.  Toddlers & Play Scale used an English and Spanish model for testing their families.  Parents as Teachers utilizes play as learning.  They use hide and seek to test for cognitive development during home visits. They may use a teddy bear and hide it half way under a blanket to get a child to search for it.

Miller, E. B., Farkas, G., Vandell, D. L., & Duncan, G. J. (2014). Do the Effects of Head Start Vary by Parental Preacademic Stimulation? Child Development, 85(4), pp. 1385–1400. https://doi-org.proxy.lib.odu.edu/10.1111/cdev.12233

Schlichting, K. (2002). Parents as teachers: How teachers can help parents promote science literacy. Science Scope, 26(1),46. Retrieved from http://proxy.lib.odu.edu/login?url=https://search-proquest-com.proxy.lib.odu.edu/docview/225981354?accountid=12967

How teacher can help parents promote science literacy shares that parents are eager to know how what their child does during the day.  They want to know how to help their child with comprehension and other ways to understand what they have learned in science.  Parents result to searching for a purchasing trade books from stores without true understandings of what is being taught or how to help their child comprehend the trade book. The article shares how to utilize three strategies to help the students process the information.  Using high-quality made books, sketch-to-sketch, and think aloud are the strategies used to help enforce the information with the students.  When used properly it will successfully help your student retain the information.  This article is relevant to Parent as Teachers because it intertwines the learning atmosphere from school and shows the parents ways to help and teach their children from home.

Annotated Bibliography

Jasmine Capers

Old Dominion University

Annotated Bibliography for Parents as Teachers

Carroll, L. N, Smith, S. A, & Thomson, N. R. (2014). Parents as Teachers Health Literacy Demonstration Project: Integrating an Empowerment Model of Health Literacy Promotion Into Home-Based Parent Education. Health Promotion Practice,Volume16(2), pp. 282-290. Retrieved from  https://doi.org/10.1177/1524839914538968

The focus of Parents as Teachers Health Literacy Demonstration Project: Integrating an Empowerment Model of Heatlh Literacy Promotion Into Home-Based Parent Education relates to The Up Centers Parents as Teachers program because it integrated maternal health literacy with this study.  The results showed that mothers with education did overall better with their children within the program compared to mothers or families that did not have health literacy.  It improved their health literacy. This promotion in health literacy helped the mothers better manage their own health along with their children’s health care. The Program took efforts in doing the home based teachings in hope of empowering the mother. This allowed the mother to take power in her own hands and have the confidence to help her household. Parents as Teachers does home based counseling to teach parents that they are the first teachers that their children should have prior to entering school. This program incorporates empowering the mother with health literacy.

Collins, B. G., &Collins, T. M. (1994). Child and adolescent mental health: Building a system of care. Journal of Counseling and Development: JCD, 72(3), pp. 239. Retrieved from doi:http://dx.doi.org.proxy.lib.odu.edu/10.1002/j.1556-6676.1994.tb00928.x

Child and adolescent mental health: Building a system of care used this study to promote and foster positive changes in mental health systems serving children and adolescents. This relates to

Parent as Teachers because a screening is conducted prior to a family enrolling and during home visits.  If a parent educator notices something off they are able to refer the family to get the proper care from a doctors office.

Manz, P., & Bracaliello, C. (2016). Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning. Early childhood Research Quarterly, 36, pp. 157-167.  Retrieved from https://doi.org/10.1016/j.ecresq.2015.12.015

Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning used their article to compare the how home play differs with parents and a school based environment. By using the home visits to entice a play environment the study is able to tie it in with the beliefs of how home play effects the learning atmosphere in school.  Toddlers & Play Scale used an English and Spanish model for testing their families.  Parents as Teachers utilizes play as learning.  They use hide and seek to test for cognitive development during home visits. They may use a teddy bear and hide it half way under a blanket to get a child to search for it.

Miller, E. B., Farkas, G., Vandell, D. L., & Duncan, G. J. (2014). Do the Effects of Head Start Vary by Parental Preacademic Stimulation? Child Development, 85(4), pp. 1385–1400. https://doi-org.proxy.lib.odu.edu/10.1111/cdev.12233

Millers research focused on the preacademic study of children from ages three to four.  His study showed that children with preacademic exposure were able to boost their results of head start statistics based on the amount of exposure the child received prior to starting school. If the child received low interactions then after exposure in the learning environment the child’s results showed a large jump from previously tested scores.  It also showed the significance of a child being introduced to math, literacy, and vocabulary with moderate results for children that came from a background of preacademic history.

Schlichting, K. (2002). Parents as teachers: How teachers can help parents promote science literacy. Science Scope, 26(1),46. Retrieved from http://proxy.lib.odu.edu/login?url=https://search-proquest-com.proxy.lib.odu.edu/docview/225981354?accountid=12967

How teacher can help parents promote science literacy shares that parents are eager to know how what their child does during the day.  They want to know how to help their child with comprehension and other ways to understand what they have learned in science.  Parents result to searching for a purchasing trade books from stores without true understandings of what is being taught or how to help their child comprehend the trade book. The article shares how to utilize three strategies to help the students process the information.  Using high-quality made books, sketch-to-sketch, and think aloud are the strategies used to help enforce the information with the students.  When used properly it will successfully help your student retain the information.  This article is relevant to Parent as Teachers because it intertwines the learning atmosphere from school and shows the parents ways to help and teach their children from home.