Parents. Parenthood. Including parent and child, husbands, fathers, wives, mothers
Research Topic
Language: English
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Research problems linked to this topic
- How can parental engagement in their children's early education best be enhanced, especially for those parents in disadvantaged households, and how does this vary for mothers and fathers?
- • How do we ensure that all children have strong attendance during transitions from primary to secondary school? (See also ‘Every child achieving and thriving’ on transitions)
- How does the most appropriate support (financial and non-financial) vary by groups? Including younger and older people, those from different minority ethnic groups, refugees, ex-service personnel, women, parents, victims of domestic abuse and those with complex needs, mental health conditions or homelessness?
- What works best to ensure high levels of school attendance, when, where, with whom and why?
- Where children cannot live with their birth parents, how do we support and enable others (including wider family networks) to provide good quality care which leads to better life outcomes? • How does this vary for different family types, including both formal and informal kinship carers, foster carers, and children who leave care under an adoption order or special guardianship order?
- Which services, programmes and interventions are effective for improving parenting capacity and quality and the early years home learning environment?
- • How can schools best work with parents and carers to help their children to arrive each day ready to learn, to get the most from each school day and support their learning outside school?
- Which parenting programmes are most effective, especially in engaging disadvantaged parents and families with a social worker? Are they equally accessible to all families, including those that are hard to reach, and easily scalable?
- How effective are child maintenance and associated policies at supporting separated families, encouraging family-based arrangements, reducing conflict and helping children and adults achieve better outcomes? And how does this differ by group?
- How can we better support families and children to keep children safe and, where possible, with their birth families?
- How do we improve parental access to, and engagement with, family services? How do we improve connections and relationships between parents and professionals (e.g. through parental networks)?
- Which early childhood services, or combinations of services, are most effective in improving the (health, cognitive, socio-emotional, and educational) development of disadvantaged children before age 5? How does this vary by children’s age (for example 0-2 and 3-5) and for different domains of learning (such as literacy and maths)?
- How can we identify those who will not achieve a good level of development at age 5, to help target early childhood services before school entry?
- • How can we equip parents, families, and carers to support children through safe access and use of technology outside educational settings?
- Which parenting programmes are most effective?
- What are the most cost-effective ways to support parents and carers to help their children to learn and develop (from early years through to adulthood), including through play?
- How can we best develop tools to assess development before school-age, so we can measure important changes in educational outcomes over time and understand the relative impact of Early Childhood Education and Care (ECEC) and home learning environment?
- How do we improve connections and relationships between parents and professionals (e.g. through parental networks)?
- How well-used are available family services (such as family hubs and children’s centres services) and how representative are these users? How can we make these services more attractive and easier to access for those parents and carers whose children stand to benefit the most?