Understanding Parental Engagement in Early Learning Opportunities for Families in Rural Communities

Katrina P. Cummings, Belinda J. Hardin, Hedda Meadan

Research output: Contribution to journalArticlepeer-review

Abstract

Understanding the contexts in which young children develop is essential for promoting positive outcomes. In this study, the researchers used focus groups to investigate the perspectives of 14 parents across rural North Carolina concerning ecocultural features that enhanced or prevented sustained engagement with their infants and toddlers with disabilities or delays. Parents perceived ecocultural features as having either a positive influence or no influence on their engagement. They also reported actively making accommodations to interrupt potential barriers to engagement. Results highlight the adaptive capacities of families in rural communities and delineate community resources that might contribute to sustainable intervention practices.

Original languageEnglish (US)
Pages (from-to)116-127
Number of pages12
JournalRural Special Education Quarterly
Volume36
Issue number3
DOIs
StatePublished - Sep 1 2017

Keywords

  • early intervention
  • parent engagement
  • ecocultural theory

ASJC Scopus subject areas

  • Education
  • Development

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