Parent as therapeutic companions

: The development and evaluation of a parent-centred programme in promoting child-parent play in the early childhood stage

Abstract

This dissertation addresses the lack of literature on the pedagogical aspects of parenting programmes by developing a feasible curriculum for parent education in the Hong Kong early childhood context. Drawing upon Roger's (1956) person-centred approach, this research positions parents at the core of the Programme and emphasizes the transformative potential of individuals in terms of self-concept, attitudes, and self-directed behaviours, ultimately benefiting the overall well-being of families. The primary focus is on investigating and enhancing filial relationships through the utilisation of child-parent play, aligning with the central initiative of the Kindergarten Education Curriculum Guide (Education Bureau, 2017). By exploring parents' perceptions and experiences of play interactions with their children, as well as the challenges encountered, this research aims to provide insight into Programme evaluation.

Methodologically, a mixed methods approach was employed, combining pre-intervention quantitative data collection to inform Programme content and pedagogy, with post-intervention qualitative findings analysed for in-depth evaluation. A total of 36 respondents from four kindergartens participated, recruited through individual school intranet systems. A semi-structured questionnaire initially gathered data on parents' play practices and filial challenges, providing insights into their conception of play and self-assertiveness in parenting. 18 participants expressed interest in participating in the intervention, leading to the implementation of two identical school- based Programmes. The five-week Programme, developed in response to the questionnaire data, included case discussions, skill demonstrations, and experiential learning opportunities, with mindfulness elements incorporated to align with the rationale of the parent-centred approach. Following completion, 11 participants took part in either an individual (n=5) or focus group interviews (n=6; 3 in each) to explore their evolving insights and the application of acquired skills in child-parent play.

This dissertation demonstrates how a parent-centred parenting Programme develops and facilitates change within the themes of skills, knowledge, and attitudes. These themes represent the progression of parents' understanding of child-parent play and its impact on their mental well- being. Results revealed that 64% (n=7) of participants implemented regular playtime. Family, as an external factor, was highlighted as influencing home play and relationships, this being analysed in relation to Bowen's (1966) Family System Theory. Findings suggest that the transformation in parents relies on the interconnected nature of these various themes. It is evident that mindfulness exercises fostered self-awareness and attitude change. Experimental learning opportunities enabled parents to progress from personal realisations to practical skills application. Parents actively exercised skills such as reflective responses and limit setting in daily filial management, which allowed parents to effectively navigate their filial challenges, leading to positive outcomes in parenting efficacy.

Date of Award	4 Feb 2025
Original language	English
Awarding Institution	University of Bristol
Supervisor	Simon P Brownhill (Supervisor) & William J Browne (Supervisor)