PDF(Pubmed)
Abstract：
OBJECTIVE: The COVID-19 pandemic prompted families to receive Early Head Start (EHS) home-based services virtually. This qualitative study evaluated parental perceptions of EHS tele-home visits.
METHODS: EHS parents who had transitioned to tele-home visits using any video-chat platform were recruited to participate in a Spanish or English virtual focus group that assessed their perceptions of tele-home visits. Using an iterative, consensus-seeking inductive content analysis approach, themes and subthemes were identified.
RESULTS: Thirty-five mothers of children newborn to 3-years-old, where the majority were Latino and Spanish-speaking, participated in four focus groups. Several patterns pertaining to technology, child engagement, child learning and development, and parent-home visitor relationship emerged in the qualitative analysis. Mothers revealed varying degrees of digital proficiency, device preference, and technology challenges. Mothers reported variability in child engagement and concerns with missed socialization opportunities for children as a results of tele-home visits, but also reported increased self-efficacy in supporting child development, positive relationships with their home visitor, and overall satisfaction with services.
CONCLUSIONS: Parents revealed tele-home visits have the potential to be a viable service delivery method for EHS home-based programs. While parents perceived increased engagement and an uncompromised parent-home visitor relationship, they revealed areas of needed support that would optimize the use of tele-home visits.
METHODS: EHS parents who had transitioned to tele-home visits using any video-chat platform were recruited to participate in a Spanish or English virtual focus group that assessed their perceptions of tele-home visits. Using an iterative, consensus-seeking inductive content analysis approach, themes and subthemes were identified.
RESULTS: Thirty-five mothers of children newborn to 3-years-old, where the majority were Latino and Spanish-speaking, participated in four focus groups. Several patterns pertaining to technology, child engagement, child learning and development, and parent-home visitor relationship emerged in the qualitative analysis. Mothers revealed varying degrees of digital proficiency, device preference, and technology challenges. Mothers reported variability in child engagement and concerns with missed socialization opportunities for children as a results of tele-home visits, but also reported increased self-efficacy in supporting child development, positive relationships with their home visitor, and overall satisfaction with services.
CONCLUSIONS: Parents revealed tele-home visits have the potential to be a viable service delivery method for EHS home-based programs. While parents perceived increased engagement and an uncompromised parent-home visitor relationship, they revealed areas of needed support that would optimize the use of tele-home visits.
摘要：
目标：COVID-19大流行实际上促使家庭接受早期先发(EHS)家庭服务。这项定性研究评估了父母对EHS远程家庭访问的看法。
方法：招募使用任何视频聊天平台过渡到远程家庭访问的EHS父母参加西班牙语或英语虚拟焦点小组，评估他们对远程家庭访问的看法。使用迭代，寻求共识的归纳内容分析方法，确定了主题和次主题。
结果：35名新生儿至3岁儿童的母亲，大多数是拉丁裔和西班牙语，参加了四个焦点小组。与技术有关的几种模式，儿童订婚,儿童学习和发展，在定性分析中出现了父母-家庭访客关系。母亲们透露了不同程度的数字熟练程度，设备首选项,和技术挑战。母亲报告说，由于远程家庭访问，儿童参与的差异以及对错过儿童社交机会的担忧，但也报告了在支持儿童发育方面的自我效能感增强，与他们的家庭访客的积极关系，以及对服务的总体满意度。
结论：父母透露，远程家庭访问有可能成为EHS家庭计划的可行服务交付方法。虽然父母认为参与度增加和父母与家庭访客的关系不妥协，他们揭示了需要支持的领域，这些领域将优化远程家访的使用。
方法：招募使用任何视频聊天平台过渡到远程家庭访问的EHS父母参加西班牙语或英语虚拟焦点小组，评估他们对远程家庭访问的看法。使用迭代，寻求共识的归纳内容分析方法，确定了主题和次主题。
结果：35名新生儿至3岁儿童的母亲，大多数是拉丁裔和西班牙语，参加了四个焦点小组。与技术有关的几种模式，儿童订婚,儿童学习和发展，在定性分析中出现了父母-家庭访客关系。母亲们透露了不同程度的数字熟练程度，设备首选项,和技术挑战。母亲报告说，由于远程家庭访问，儿童参与的差异以及对错过儿童社交机会的担忧，但也报告了在支持儿童发育方面的自我效能感增强，与他们的家庭访客的积极关系，以及对服务的总体满意度。
结论：父母透露，远程家庭访问有可能成为EHS家庭计划的可行服务交付方法。虽然父母认为参与度增加和父母与家庭访客的关系不妥协，他们揭示了需要支持的领域，这些领域将优化远程家访的使用。
