A place to 'be' : the role of supported playgroups in creating responsive, social spaces for parent and child wellbeing

Abstract

Supported playgroups are a service model used widely in Australia to provide stimulating early childhood environments for children and supportive environments for parents. The research discussed in this thesis shows how this model can provide responsive, social spaces that positively influence the wellbeing of parents and their 0""5 year old children. It demonstrates the value of providing facilitated services that allow parents to 'be'. The study utilised qualitative, multi-case study methodology to explore three supported playgroups in Western Sydney, Australia. The study's key aim was to investigate how parents were engaged and supported in their interactions with their children by identifying key components of the groups and examining the functions of the groups' facilitators. The supported playgroups chosen for the study were typical of the model and were known to be successfully engaging families from a diverse range of social and economic backgrounds. Ecological theory (Bronfenbrenner, 1979) guided analysis in this research. Premised on child outcomes being influenced by multiple factors and relationships, an adapted ecological model was developed and utilised to examine the multiple factors that influence children and parents in the supported playgroups being studied. A conceptual framework of analysis (Guber and Lincoln, 1994; Miles and Huberman, 1994) was developed using conceptual resources drawn from the early childhood and social science literature. The research findings highlighted parent support as a highly significant component of the playgroups and through analysis of the data, eight different categories of support were identified: friendship and social network support, relational support, peer support, emotional support, parenting role support, information and resource support, 'circle of care' support, and multidisciplinary support. It became evident that the groups provided a social environment for parents that significantly decreased their social isolation and increased their confidence and access to formal support services. These are all factors which are known to promote positive outcomes for children's early development. The research also provided evidence-based insights into the facilitation role in supported playgroup contexts, adding strength to emergent understandings of the critical link between the role of the facilitator in a supported playgroup and the group's effectiveness. In particular, the study showed how the groups' facilitators combined their technical skills and knowledge with relational and participatory practices to provide family-centred playgroups that were non-judgmental, responsive and immensely beneficial for families. Major aspects of the supported playgroup learning environments were also indentified in this study. In particular, the research provided a rich evidence-based perspective on the benefits of supported playgroup participation for very young children. This evidence leads us to a much greater understanding of the possible influences of groups such as these on children's development.

Date of Award	2009
Original language	English