What Parents of Infants from Diverse Backgrounds Want to Know About Parenting

• In Event: 1-139 - Supporting Parents’ Caregiving Knowledge and Understanding: Incorporating Perspectives of Parents from Diverse Backgrounds

Integrative Statement

Introduction. Programs for young children and their families often aim to increase parents’ knowledge about child development and parenting. Indeed, evidence shows a strong link between parenting knowledge and the quality of parent-child interactions, such as using more developmentally supportive activities, having age-appropriate expectations of children, and using more effective, less harsh discipline (Bornstein & Bradley, 2012; Morawska et al., 2009). Moreover, the period surrounding the birth of a first child provides a critical window for primary prevention of harmful parenting behaviors (e.g., abuse and neglect), as negative behaviors have not yet been firmly established (National Academy of Sciences, 2016). However, we know little about parents’ perspectives on what they want to know, their preferences for receiving information, or how their perceptions vary by race, ethnicity, income, gender, and urbanicity.

Method. To address this gap, we conducted a comprehensive literature review and held 13 focus groups in 3 U.S. cities with first-time parents of infants age two or younger (n=90). Two groups were held with fathers, other groups were held with mothers, including one in a rural location. We recruited black (52%), white (36%), and Hispanic (12%) parents, low-income parents (62%), and fathers (11%) via parenting programs and social media to examine potential subgroup differences. Focus groups were conducted in English and Spanish and included questions about parents’ knowledge on parenting and early childhood development, preferred sources of information, and barriers and facilitators to applying knowledge in everyday parent-child interactions. Interviews were coded thematically.

Results. Most first-time parents were savvy consumers of information, appreciated the ease and speed of the internet, but struggled to discern what information was reliable. They also valued advice from their social networks. Parents had more difficulty obtaining information about children’s social-emotional development than physical development, especially from pediatricians. Knowledge-seeking occurred most around birth and developmental transitions, but parents noted they needed more guidance on how to apply the information they obtained. Regardless of their demographic background, they possessed similar knowledge and sought information from comparable sources. However, they were keenly aware of resource disparities between wealthy and poor communities. The most observable differences were among mothers and fathers: mothers felt pressure to be “super moms,” while fathers disliked low societal expectations for their involvement during infancy. Fathers also focused more on children’s future, while mothers focused primarily on children’s immediate well-being.

Discussion. Findings suggest the importance of optimizing parents’ use of information by: (1) delivering it with clear recommendations in anticipation of developmental transitions; (2) offering guidance for applying information in everyday interactions with infants; (3) using a strengths-based, judgment-free approach that acknowledges the importance of fathers and families’ cultural beliefs and practices; (4) providing options to address each family’s needs and preferences; and (5) equipping pediatricians and other early childhood professionals with the capacity to convey easy-to-use information on promoting early social-emotional development. This brief presentation will provide a foundation for audience discussion on promoting parenting knowledge, and how to integrate research findings into programs and policies to support healthy parenting during infancy.

Authors

• Jessica Dym Bartlett, Child Trends
  Presenting Author

• Lina Guzman, Child Trends
  Non-Presenting Author

• Maria Ramos-Olazagasti, Child Trends
  Non-Presenting Author