Supporting parents can promote positive outcomes for children’s and families’ wellbeing (European Commission, 2013). Combining parenting support with Early Childhood Education and Care (ECEC) services can positively impact children’s development (Sheridan et al., 2011; Turner et al., 2017). ECEC services have the potential to provide families with a sense of belonging and support (Garrity & Canavan, 2017). Quality ECEC responding to the needs of children and families can drive sustainable development through its multiplier effect on children and society (Bruckauf & Hayes, 2017).

Powerful Parenting is a parenting support model implemented within ECEC services. It aims to promote positive interactions between children and their environments, in line with Bronfenbrenner’s bio-ecological theory of human development (Bronfenbrenner & Morris, 2006). The model involves placing one Parent-Carer Facilitator (PCF) in each ECEC service, working with parents to identify needs, offer tailored support, and coordinate with other services. The support is offered to all parents accessing the ECEC services. The activities organised by the PCFs can include one-to-one meetings and group work, with parents only or parents and children. Parents’ and families’ needs inform the implemented activities, which can vary across the ECEC services. For this reason, Powerful Parenting is considered a model instead of a standardised, curriculum-based programme. It was developed by the Childhood Development Initiative (CDI), a non-governmental organisation, and has been implemented in eight ECEC services in the Dublin area, Ireland.

Powerful Parenting can be considered an innovative approach since it locates specific responsibilities and skills to a new role embedded within the ECEC system, that of the PCF, to support parents. Additionally, it combines centre- and home-based support, while many parenting support interventions in Europe and Ireland only include one of these modalities. Powerful Parenting includes elements that have been considered effective in parenting support: a focus on more than one area of need, easy access to support, continuity between universal and targeted provision, tailored support, and coordination with other services for children and families (Cadima et al., 2017; Molinuevo, 2013; Moran et al., 2004).

However, further research on factors affecting parents’ participation in supports, including those provided through ECEC services, and related outcomes, has been identified as needed (Britto et al., 2022; Cadima et al., 2017; Grindal et al., 2016). Exploring the views of parents accessing parenting support in ECEC services and the views of practitioners delivering it can contribute to informing how to promote parents’ participation and related benefits. This study aimed to collect the views of parents, PCFs, and managers of ECEC services about Powerful Parenting. 

In the academic year in which the current study took place, the model was being implemented in eight ECEC services in the same Dublin area, reaching the parents of 213 children aged between three and six years old. The number of children from this age group ranged between 10 and 68 across the eight services. Parents from all ECEC services with Powerful Parenting were invited to participate in this study with the support of PCFs (convenience sampling). The research team invited all the PCFs and managers of the same services. The participants of this study included 27 parents, eight PCFs, and seven managers (one manager coordinated two services). Regarding the participating parents, 24 were mothers and three were fathers, with children between three and six years old; at least one parent from each service with the model participated. The PCFs were female and had an average of almost six years of experience in their role, although the number of years varied widely across them (M=5.65; SD=7.19; Min= 0.75, Max=21.17). Among the managers, six were female and one was male, and they had almost 17 years of experience on average (M=16.50; SD=3.21; Min=13, Max=20). The research team developed semi-structured interview protocols aimed at parents, PCFs, and managers. The questions focused on the organisation, utilisation, quality, satisfaction and perceived benefits regarding Powerful Parenting. All participants were interviewed by telephone or online since the study occurred during the COVID-19 pandemic. Parents were interviewed with the support of four peer researchers, who were parents living in the same area. The qualitative data were analysed by two researchers using an inductive approach, following the steps of the Thematic Analysis of Braun and Clarke (2006). Ethics approval was obtained from the Irish Child and Family Agency’s Research and Ethics Committee. The participants' consent was collected. The data were anonymised.

Regarding parents’ views, an emerging theme referred to what parents valued regarding the Facilitators’ work. Valued aspects included PCFs showing high interest in their work and being approachable. These findings reinforced the relevance of recruiting practitioners with good interpersonal skills and high motivation, which have been recognised to positively affect the implementation of parenting supports (Cohen et al., 2020; Moran et al., 2004). Another identified valued aspect concerned PCFs’ responsiveness to parents’ needs by listening, being available, and providing tailored support. Responsiveness to families’ needs, establishing trustful relationships through mutual listening and openness, and sharing relevant content can promote a high implementation quality of parenting supports (Cadima et al., 2017; Anders et al., 2019). Parents also valued the PCF role as a central point of contact, bridging the home and the classroom. Considering Bronfenbrenner’s model (Bronfenbrenner & Morris, 2006), the PCF role has the potential to promote the link between the microsystems of the family and the ECEC service. Another identified theme emerging from parents’ views referred to perceived outcomes of the support received from the PCFs. Outcomes for parents included a better understanding of their children’s needs and how to address them, socio-emotional benefits (e.g., reduced parental stress), and facilitated access to other services. A preliminary analysis of the PCFs' and managers’ views (the final findings will be presented at the conference) suggested that both groups of participants acknowledged the importance of listening to parents’ needs and preferences when planning activities, and considering parents’ pace. Both groups of participants highlighted the relevance of offering tailored support, including in regard to parenting, emotional wellbeing, and linking with other services for children or families. These findings can contribute to informing the development and implementation of effective parenting supports, including through ECEC services.

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