Exploring home visitors’ use and perceptions of developmental monitoring: A mixed methods study

IF 3.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Research Quarterly Pub Date : 2024-11-25 DOI:10.1016/j.ecresq.2024.11.011
Sarah Behrens , Lisa A. Mische Lawson , Kathryn Bigelow , Evan Dean , Alice Zhang , Lauren H. Foster , Mindy S. Bridges
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Abstract

Developmental monitoring is an early identification practice essential to identifying a developmental disability in young children. Families play a critical role in developmental monitoring and report greater reliance on community-based programs than on their children's physician to support child development; however, little research has focused on the role of community-based home visitors. We sought to understand home visitors’ experiences with families of young children specific to the recommended developmental monitoring components. Using a mixed methods approach, we surveyed 72 home visitors and interviewed 7 home visitors through focus groups. Results showed that home visitors used the recommended developmental monitoring components with several significant relationships, as well as the overall combined facilitating factors and combined use of the developmental monitoring components. Home visitors experienced varying facilitating factors and barriers, including the use of child development screening tools, cultural and linguistic diversity, and others. These findings indicate that the inclusion of home visitors in developmental monitoring is valuable to early identification practices.
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探索家庭访视者对发展监测的使用和看法:混合方法研究
发育监测是一种早期识别方法,对于识别幼儿的发育障碍至关重要。家庭在发育监测中起着至关重要的作用,他们报告说,在支持儿童发育方面,他们更依赖于社区计划,而不是其子女的医生;然而,很少有研究关注社区家庭访视者的作用。我们试图了解家庭访视者与幼儿家庭在建议的发育监测内容方面的具体经验。我们采用混合方法,对 72 名家庭访视者进行了调查,并通过焦点小组对 7 名家庭访视者进行了访谈。结果显示,家访者在使用推荐的发育监测内容时,与一些重要的因素,以及总体的综合促进因素和发育监测内容的综合使用有重要关系。家访者经历了不同的促进因素和障碍,包括儿童发展筛查工具的使用、文化和语言多样性等。这些研究结果表明,将家庭访视者纳入发展监测对早期识别实践很有价值。
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来源期刊
CiteScore
7.00
自引率
8.10%
发文量
109
期刊介绍: For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.
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