Jaime W Peterson, Veronica Ilene Underwood Carrasco, Maya Postigo, Alejandro Robles, Nelda Reyes, Ellen Stevenson, Katharine E Zuckerman
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引用次数: 0
Abstract
Objective: Among Latino families with a recent kindergartener we 1) qualitatively explored school readiness (SR) journeys and 2) used design thinking to understand their preferences, usability, and acceptability of primary care-based SR interventions (checklist, coordinator, coaching, texting, preschool, library referrals, parenting groups, and Reach out and Read).
Methods: Focus groups and interviews were completed at four Oregon pediatric clinics over two sessions: 1) narrative inquiry of SR stories through journey maps, 2) SR intervention assessment through design thinking. Sessions were led by an English/Spanish bilingual-bicultural facilitator, recorded, and transcribed. Iterative team-based coding with inductive analysis was conducted in the source language.
Results: Participants (N=33) were primarily Spanish-speaking (58%) mothers (76%) born in Mexico (64%) with at least a high school degree (69%), with US-born children (55%) who attended preschool (81%). Journey maps revealed a positive educational foundation of teaching values, culture, and language for kindergarten preparation, with strong beliefs that school will teach life skills. Compared to English-speaking parents, Spanish-speaking parents focused more on social-emotional development than specific early literacy or math activities, reporting less confidence in teaching cognitive skills. Parents identified a longitudinal model with SR interventions at multiple points.Themes regarding targeted SR support, hesitancy to request help, and bilingualism were integrated into a prior framework to promote SR (Figure 1).
Conclusion: Participating families encouraged school success in their children before kindergarten and focused on social-emotional, cultural, and linguistic development. Caregivers identified a variety of acceptable and feasible clinic-based SR interventions that build on Latino families' social strengths.
期刊介绍：
Academic Pediatrics, the official journal of the Academic Pediatric Association, is a peer-reviewed publication whose purpose is to strengthen the research and educational base of academic general pediatrics. The journal provides leadership in pediatric education, research, patient care and advocacy. Content areas include pediatric education, emergency medicine, injury, abuse, behavioral pediatrics, holistic medicine, child health services and health policy,and the environment. The journal provides an active forum for the presentation of pediatric educational research in diverse settings, involving medical students, residents, fellows, and practicing professionals. The journal also emphasizes important research relating to the quality of child health care, health care policy, and the organization of child health services. It also includes systematic reviews of primary care interventions and important methodologic papers to aid research in child health and education.
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