Bridging the Gap: Feasibility, Appropriateness, and Acceptability of an Integrated Attachment-Based Training for Teachers and Parents in Early Head Start
Keywords:Early Childhood Education, Early Head Start, Infants, Parent-Teacher Relationships, Parent Engagement, Qualitative Study, Reflective Learning
Early care and education (ECE) programs often struggle to consistently engage parents in programming that supports caregiving at home. As part of an Early Head Start (EHS) University Partnership, we adapted an attachment-based, reflective training program centered on supporting teachers to share information with parents; and investigated its appropriateness, acceptability, and feasibility in the context of EHS. Qualitative data from university-based facilitators (n = 8), infant/toddler teachers (n = 20), and parents (n =13), suggest that a small group format and a facilitator stance of openness, curiosity, and cultural humility promoted teachers’ and parents’ positive perspectives of HMB concepts. Participants in this study helped us to understand challenges to HMB’s feasibility, including logistical challenges that need to be considered for successful implementation in other EHS sites. This study tapped the perspectives of stakeholders and provides insights that will support the implementation of ongoing, reflective training models across the ECE system.
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