Explicating the Program Theory of a Pre-Kindergarten Family Program

• Author / Creator

  Roy, Julia

• The purpose of this research was to identify the elements of the program theory in the family program of Edmonton Public School Board’s Pre-kindergarten program. Specifically, the aim of this inquiry was to describe: (a) the goals of the family program; (b) the strategies, activities, and events that are involved in the family program; (c) how the strategies, activities, and events relate to the goals; and (d) any necessary background or training required by the staff to effectively achieve the program goals. A qualitative descriptive approach was used in the investigation. The research was completed using bioecological and critical realist theories, and took a community-based, constructivist approach. Data were collected from Alberta Education documents, Edmonton Public School Board documents, and participant perspectives. Semi-structured individual interviews were completed with 11 school-family liaison workers. In addition, I conducted one focus group with nine participants that included teachers, occupational therapists, and speech-language pathologists. Nine pre-kindergarten sites were represented by the research participants. In this research, I identified four themes: (a) a disconnect between the perception of program goals and specific program requirements, (b) a lack of guidance or framework to implement the program, (c) the importance of relationships, and (d) ideas to improve the family program. Findings show that the goals of the staff were consistent with Alberta Education’s (2006) standards for early childhood development and their family-oriented program document (2018). However, the staff strongly expressed that Alberta Education’s requirements that all family-oriented programming sessions include the child was a barrier to reaching their goals for the families they work with. Although the families in the pre-kindergarten program cut across socio-economic status, cultures, and personal experiences, the current requirements limited the ability of staff to respond effectively to the range of needs and abilities. Participants indicated that this requirement limited their ability to provide programming that was meaningful, purposeful, and beneficial to the families and instead created a mentality of providing programming simply to “check the box”. Based on this research, I provide recommendations for the pre-kindergarten family program. These include a larger focus on social-emotional skills for both children and parents, and the implementation of ongoing evaluation to determine more precisely what is working for whom and why, with the goal of continuous improvement to increase positive outcomes for families and children.

• Subjects / Keywords

  • pre-kindergarten
  • family program
  • program theory

• Graduation date

  Spring 2020

• Type of Item

  Thesis

• Degree

  Master of Science

• DOI

  https://doi.org/10.7939/r3-cdj8-3k43

• License

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