Picture of a black hole

Strathclyde Open Access research that creates ripples...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of research papers by University of Strathclyde researchers, including by Strathclyde physicists involved in observing gravitational waves and black hole mergers as part of the Laser Interferometer Gravitational-Wave Observatory (LIGO) - but also other internationally significant research from the Department of Physics. Discover why Strathclyde's physics research is making ripples...

Strathprints also exposes world leading research from the Faculties of Science, Engineering, Humanities & Social Sciences, and from the Strathclyde Business School.

Discover more...

Changing cognitions in parents of two-year-olds attending Scottish Sure Start centres

Woolfson, Lisa and Durkin, K. and King, Julia (2010) Changing cognitions in parents of two-year-olds attending Scottish Sure Start centres. International Journal of Early Years Education, 18 (1). pp. 3-26. ISSN 0966-9760

Full text not available in this repository. (Request a copy from the Strathclyde author)

Abstract

The study examined how preschool intervention programmes set up by three Scottish local authorities changed parents' cognitions. Quantitative parent outcomes were measured using Parenting Daily Hassles Scales (N = 88). A matched comparison group of parents (N = 55) recruited from the same areas of disadvantage but whose children did not attend the intervention programmes also completed questionnaires. Qualitative outcomes were evaluated using semi-structured interviews (N = 30). A significant group time interaction effect was found for daily hassle cognitions, Parenting Task-Intensity, Challenging Behaviour-Frequency and Challenging Behaviour-Intensity, with comparison group parents showing an increase in their experience of hassles during the 'terrible twos' compared with intervention group parents. Complementary qualitative data indicated that intervention group parents had gained valuable new insights into their children's behaviour, changing how they thought about their role as parents and their behavioural and developmental expectations of their children. Implications for parental engagement in preschool programmes are discussed.