Supporting parent engagement in a school readiness program: Experimental evidence applying insights from behavioral economics
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Supporting parent engagement in a school readiness program : Experimental evidence applying insights from behavioral economics. / A. Gennetian, Lisa; Marti Castaner, Maria; Lorenzo, Joy; Han Kim, Jin; Duch, Helena.
I: Journal of Applied Developmental Psychology, Bind 62, 2019.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Supporting parent engagement in a school readiness program
T2 - Experimental evidence applying insights from behavioral economics
AU - A. Gennetian, Lisa
AU - Marti Castaner, Maria
AU - Lorenzo, Joy
AU - Han Kim, Jin
AU - Duch, Helena
PY - 2019
Y1 - 2019
N2 - Early childhood interventions aimed at reducing socioeconomic disparities hinge on parent engagement. However, sparking parents’ engagement and sustaining it throughout the course of interventions has historically been challenging. We designed program enhancements informed by the interdisciplinary field of behavioral economics to support parent engagement in Getting Ready for School, a school readiness intervention for Head Start preschoolers. The behavioral economics enhancements are hypothesized to address psychological factors that might interfere with parents’ decision-making, including attention, misestimation, and related parent biases about children's learning. Results from a randomized control design in four Head Start centers show that, compared with families that received the typical curriculum, those that received behavioral economics–enhanced strategies, such as personalized invitations, child-friendly activity planners, text-message reminders, and commitment reinforcement, had higher parent attendance and follow-through for GRS activities and spent more time with children on educational activities outside of the classroom.
AB - Early childhood interventions aimed at reducing socioeconomic disparities hinge on parent engagement. However, sparking parents’ engagement and sustaining it throughout the course of interventions has historically been challenging. We designed program enhancements informed by the interdisciplinary field of behavioral economics to support parent engagement in Getting Ready for School, a school readiness intervention for Head Start preschoolers. The behavioral economics enhancements are hypothesized to address psychological factors that might interfere with parents’ decision-making, including attention, misestimation, and related parent biases about children's learning. Results from a randomized control design in four Head Start centers show that, compared with families that received the typical curriculum, those that received behavioral economics–enhanced strategies, such as personalized invitations, child-friendly activity planners, text-message reminders, and commitment reinforcement, had higher parent attendance and follow-through for GRS activities and spent more time with children on educational activities outside of the classroom.
U2 - 10.1016/j.appdev.2018.12.006
DO - 10.1016/j.appdev.2018.12.006
M3 - Journal article
VL - 62
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
SN - 0193-3973
ER -
ID: 239973907