Search Results for: development

5 things to know about parents’ knowledge of parenting and early childhood development

5 things to know
about parents’ knowledge of parenting and early childhood developmentJessica Dym BartlettLina Guzman, and Maria A. Ramos-Olazagasti

Research demonstrates a strong link between what parents know about parenting and child development and how they behave with their children. Parents with more knowledge are more likely to engage in positive parenting practices, whereas those with limited knowledge are at greater risk of negative parenting behaviors. Consequently, many parenting programs and services for families with infants and toddlers aim to improve parents’ knowledge of child development and healthy caregiving practices.
A Child Trends literature review on parenting knowledge found that parents desired high-quality knowledge on early childhood development and parenting—and had clear preferences for how they wanted to receive this information—but their opinions were rarely considered by researchers or practitioners. To address this gap, we conducted focus groups with racially, ethnically, and economically diverse groups of first-time parents of infants and toddlers.
Parents raised the following five key points during the focus groups.1. Parents were eager for information on child development, but did not always know how to obtain this information. 

Parents in the focus groups expressed a strong desire to learn about their children’s development and how to parent effectively. Specifically, they wanted to receive information in a judgement-free manner tailored to their specific individual, family, and cultural needs. While most parents reported feeling confident in their understanding of their child’s physical development, they felt less knowledgeable about their child’s social-emotional development.
However, parents were unsure how to obtain this information. They reported that pediatricians answered many parenting questions on developmental milestones and early physical development, but did not satisfy their desire for information on early social-emotional development.2. Parents most often sought information on parenting and child development during developmental transitions. 

Parents of all backgrounds reported feeling uncertain about how to care for their infant or toddler during transitional periods, including times in which the child was gaining a new skill or entering preschool. At these times, first-time parents of infants and toddlers were active consumers of information. They were especially likely to seek information in the early months of their children’s lives, when they were first adjusting to parenthood. Their information-seeking slowed after this phase but increased again as children entered a new developmental stage or engaged in behaviors parents found challenging3. Parents of different backgrounds and identities had more commonalities than differences when it came to their parenting knowledge and information-seeking preferences and behavior.

Regardless of economic background, gender, or racial/ethnic identity, parents appeared to possess similar knowledge, asked the same types of questions about parenting and early child development, sought information from comparable sources, and used similar strategies to make sense of information. Most parents turned to those in their social networks who had childrearing experience, including their own parents and grandparents, and friends with kids. They also relied on their own instincts, experience, personal preferences, and family values to guide their parenting.
The most pronounced differences were between mothers and fathers, both of whom struggled with societal expectations focused on gendered ideas of parenting. Mothers felt pressure to be a “supermom”: always present and nurturing, well-organized, equipped to handle any challenge, with a high-functioning and well-mannered child that plays well with peers. Fathers reported their desire to feel more engaged in supporting their children’s development, and felt that societal expectations are too low for paternal involvement in children’s lives.4. The internet was a primary source of information. 

Parents turned to the internet for information, support, and guidance. They relied most on search engines to look for answers to parenting questions, and on social media for online parenting groups and information on applying new knowledge to everyday interactions with their children. These parents appreciated the convenience and speed of information delivered by the internet and social media, and found comfort in the anonymity. However, the quality of information and advice found online was inconsistent, so parents often used information from multiple online sources to identify consensus.5. Parents wanted clear, concise recommendations for parenting practices with examples of how to use them.

They reported that possessing knowledge about parenting and child development was necessary but insufficient to translating this information into practice. While evidence shows that first-time parents of infants and toddlers are especially likely to reap benefits from parenting programs and services, the parents in our study indicated that their families are more likely to thrive when information about child development and parenting is accompanied by recommendations for applying it to everyday interactions with their children.For additional information on this study, see our Research-to-Practice Brief.

Support for this work was provided by the Robert Wood Johnson Foundation. The views expressed here do not necessarily reflect the views of the Foundation.

IRB Professional Development Session

IRB Professional Development Session

Tribal and Tribal College Institutional Review Boards (IRBs) have been established at the majority of tribal colleges and a significant number established by tribal nations. Sponsored by AIHEC’s NARCH Project, 1.5-day professional development sessions are intended for members of IRBs serving tribal communities and tribal colleges. Each session will provide an overview of the purpose, scope, and mission of IRBs including the requirements that must be met according to Title 45 CFR, Part 46 as administered by the U.S. Department of Health and Human Services. Most specifically, the focus of each session will examine the nuances of research in Indian country and the challenges presented to these IRBs. There will be discussion of the types of issues being faced by IRBs in Indian country including best practices. Training Materials and Reference Information

  1. September 27–28, 2018. Embassy Suites Minneapolis Airport, Bloomington, MN. Registration (deadline: 9.1.2018)

UW-Extention is Hiring: Evaluation and Program Development Specialist

For more info, please follow the link:


Article: Curriculum development, lesson planning, and delivery: A guide to Native language immersion

Congrats to Martin Reinhardt on publishing “Curriculum development, lesson planning, and delivery: A guide to Native language immersion!”

Abstract: In 2016, Dr. Martin Reinhardt and Dr. Jioanna Carjuzaa produced a series of three webinars concerning Indigenous language immersion programs. The first webinar focused on broad curriculum development ideas including core relationships, guidelines and principles for effective pedagogy, and models. The second webinar focused on the elements of lesson planning. The third and last webinar focused on assessments and the use of rubrics aligned with Indigenous language standards. The content of the webinars has been transposed into the following chapter with certain modifications.

Subjects: Education; Education Studies; Multicultural Education; Curriculum Studies

Read the full article online!

BPC Partners with Northwest Area Foundation & Rainbow Research on National Workforce Development Project

Shawano, WI May 19, 2017 Bowman Performance Consulting (BPC) has been hired to work as an evaluation and technical assistance subject matter expert to work on a new workforce development initiative funded by the Northwest Area Foundation (NWAF).  The NWAF “Reservation-based Work Opportunity Initiative” is part of the “Work Opportunity” portfolio of NWAF to provide funding and support to Native-led grantees for the focus areas of:

  1. Promising career pathway programs that link training to available jobs.
  2. Capacity building efforts to increase the effectiveness of workforce organizations and their leaders.
  3. “Building the field” activities that lead to a larger and more networked field of stakeholders invested in reservation-based workforce efforts.

BPC’s partnership with Rainbow Research (RR) will support the efforts of the grantees who will work to increase workforce development skills and capacities of their organizations; strengthening systemic supports with non-Tribal workforce partners; and increasing the participation, knowledge, and skills of Tribal workforce participants.   This will result in a Native-led grantee portfolio that documents Tribal workforce development best practices, best strategies for program effectiveness, and a greater understanding and capacity of local Tribal and non-Tribal workforce system partners to increase reservation-based work opportunities.

BPC will work with RR as an Indigenous evaluation and multi-jurisdictional workforce education systems subject matter expert.  BPC will provide support to needs assessments, grantee training and technical assistance, curriculum development and implementation, and design of a culturally responsive Indigenous evaluation study.  BPC will also provide technical feedback to grantees on their evaluation and data collection instruments and support the capacity, knowledge, and skill building of RR and NWAF to strongly support the efforts of Native-led grantees from Reservation or urban workforce contexts. Bowman Performance Consulting has contributed over two decades of culturally responsive and multi-jurisdictional evaluation, research, training and technical assistance.  Their living mission and motto is “working WITH people and not ON them.” If you would like more information about this project, please contact BPC at 715-526-9240 or by email


Grant Opportunity – Native Youth Initiative for Leadership, Empowerment, and Development

The Administration for Native Americans (ANA), within the Administration for Children and Families (ACF), announces the availability of Fiscal Year (FY) 2017 funds for the Native Youth I-LEAD. This program will emphasize a comprehensive, culturally-appropriate approach to ensure that all young Native people can thrive and reach their full potential by fostering Native youth resilience, capacity building, and leadership. Native Youth I-LEAD will specifically focus on implementation of community programs that promote Native youth resiliency and foster protective factors such as connections with Native languages and Elders, positive peer groups, culturally-responsive parenting resources, models of safe sanctuary, and reconnection with traditional healing. Projects will also promote Native youth leadership development through the establishment of local models to instill confidence in Native youth of their value and potential, preparation of older youth to be role models for younger peers, and activities that foster leadership and skills-building. In addition, it is intended that Native youth must be actively involved during the planning and implementation phases of the projects to ensure that they are responsive to the needs of Native youth in the communities to be served and to ensure that youth remain engaged throughout the project period. DUE: May 22

Another Great Video To Share From The Sustainable Development Institute!



Take a look at the video created from the visit the Sustainable Development Institute took to Lakota Nation – Pine Ridge Reservation, and the Red Cloud Renewable Energy Center. Interviewing the Solar Warrior Henry Red Cloud.

Check out the video here:

Take a Look at The First Nations Development Institute’s First Study on “Indian Country Food Price Index”


Read First Nations Development Institute’s (FDNI) first study on “Indian Country Food Price Index” and learn about food deserts in Indian Country.  A second study is coming up and your urban Indian community or Tribal Government can be part of it.  FDNI’s solutions focused efforts being led by Indigenous practitioners and scholars to develop practical resources for us is such a breath of fresh clean air in academia!  Anushiik FDNI!

Link to report:

Call For Peer Reviewers For Professional Development Grants!

dept of education

The Department of Education, Office of Indian Education is conducting a discretionary grant competition in FY 2016 for the Professional Development Grants Program.  They are seeking well qualified individuals who have education experience, either post-secondary education or in teacher/administrator training fields, plus experience working with the American Indian and Alaska Native (AI/AN) community.

Applications due June 24th!

To learn more click here:

Apply to be peer reviewer here:

Apply Today! Menominee Nation is Hiring 4-H Youth Development Educator!

menominee nation

The Menominee County/Nation 4-H Youth Development Educator is responsible for planning, implementing and evaluating educational, cultural and leadership programs that meet identified needs and interests of Menominee Nation youth, organizations and community. The Educator organizes community resources in support of the positive development of youth.

To read full job description and apply click here: