North American Ed - The ecology of childhood

3.1 Sustaining home life

Becoming parents, making families

The transition to parenthood, through pregnancy, adoption, or step-parenting is a big adjustment. For mothers who have given birth to a baby, the postpartum period is a significant period of adjustment – physically, emotionally and cognitively. After the birth or adoption of a new baby, parents want to feel a close, warm attachment to their infant. But they must also adapt to a major disruption in their lives and to their bodies. Parents who adopt an older infant or child meet similar challenges. Step-parents who join partners with children face many of the same challenges all parents face, but with some additional complications.

Families are central to the lives of individuals. Do they matter to society? The late Dr. Alan Mirabelli, former executive director, explains how the vision of the Vanier Institute of the Family supports children, families and society.

Supporting families

What do parents want and need to provide the best possible home base for their children?

Dr. Carl Corter, professor emeritus of Applied Psychology and Human Development at the University of Toronto, explains that parents need and want both tangible and intangible supports. Tangible supports include services that enhance the community, like libraries and playgrounds. Intangible supports include positive, respectful relationships between parents and the professionals who work with children.

He also gives examples of intangible parenting supports when he explains that parents want their society to view the parenting role as important. Parents also want input into the design and implementation of early years programs and services.

As you watch the following clip from the video, Family resource programs – Supporting the early years, enjoy the images of children having fun together, playing and learning, and the sense of well-being that is exuded by both children and parents in this setting.

The next clip tells the story of a young single mother who is struggling to find housing in an expensive city and how the family resource program community helps.

Dr. Maureen Black, professor of Pediatrics at the University of Maryland, recognizes the important role parents play – one that they are not always prepared for in an effective way.  Note the ineffective, yet very common, strategies she describes. Dr. Black describes a coaching model used to “help parents be better parents”.

Besides in-person programs and services, there are other ways to support parents and provide information and resources. Online resources are especially important for those who cannot access in-person sessions. One such resource is MyBaby, a free, online resource that sends evidence-based video messages that demonstrate and explain positive parenting practices. The content also is a useful tool for professionals involved in parent education, home-visiting, and other parent support initiatives. Explore the MyBaby website and click on the featured topic of the week to see an example.

The COVID-19 pandemic meant that many in-person programs and services had to move to an online format. In the first video, Dr. Leslie E. Roos, Assistant Professor in Psychology and Pediatrics at the University of Manitoba, describes the impact of the pandemic on parent and family well-being. In the second video, she shares an example of an innovative program developed to meet the needs of parents during the pandemic. Learn about BEAM, a smartphone/tablet app that supports the mental health needs of moms with new babies and young children.

Early childhood programs

Children live within families. Early childhood education programs can work hand-in-hand with families, creating a community of and for families with young children. In such programs, early childhood educators act as a ready resource to answer the many questions parents have, to model effective practices, and to link parents to other community resources if required.

In the following video, learn about one mother’s experiences with the caregivers at her child’s centre.

Caregivers are typically encouraged to develop positive and supportive relationships with parents. Listen to Dr. Chorney Rubin, director of Community Services and Early Childhood at George Brown College, share an interesting perspective on the concept of partnerships with families.

Corter goes on to explain how early childhood educators can best support parents, by respecting them.

In the next clip, Corter points out that some parents need extra efforts.

In the Coping and Competence module you learned about children in care, and the large numbers of Indigenous children in care. Cindy Blackstock, executive director of the First Nations Child and Family Caring Society and a professor at McGill University’s School of Social Work, talks about some of the reasons for this, highlighting that there are broad systemic changes needed. In addition, she identifies some of the practical ways early childhood educators can support children in a variety of family situations.

In the next two videos, Brian Russell, from Dad Central Ontario, discusses the need to tailor resources to fathers in a way that will engage and value them.

For more information about Dad Central Canada and the resources Russell speaks about, explore their website.

Fatherhood is forever discusses the important role of fathers. This booklet includes information such as learning about being a positive role model for children and some of the approaches fathers can take to deal with different situations.

Dr. Zeenat Janmohamed, academic chair of the School of Social and Community Services at George Brown College, discusses that early childhood educators’ support to same-sex families can be particularly important if those families do not feel supported by their own extended families.

Parents and other primary caregivers bring intimate knowledge about each child and his or her family and cultural context. They also learn from others and expand their own parenting/care giving capacity. Environments can be structured to invite participation by parents and caregivers.

Pat Furman, executive director of Inspired by Wonder in Winnipeg, reflects on the range of ways staff build relationships with parents.

Sometimes there are excellent programs, but they do not reach all who need them. The late Dr. Clyde Hertzman discusses some common barriers that prevent access.

Child life programs

In many countries around the world, a healthcare clinic or doctor’s office is another type of environment with which a child regularly has contact, perhaps for regular check-ups or well-baby visits. When children have to undergo tests or procedures that go beyond these normal situations, child life specialists can provide information and support.

“Child life” is a professional discipline with an overarching goal of supporting children and families in stressful situations, particularly those related to health care experiences. Child life specialists are trained in child development and family dynamics so that they can help young patients and their families cope with the challenges of hospitalization and other health care related concerns.

Listen now as Renee Ethans from the Winnipeg Children’s Hospital explains child life services and explains how the profession began.

Hospitalization can be a difficult experience for the patient as well as his/her family members. The following reading from the Canadian Child Care Federation is a helpful resource to share with parents whose children will be going to the hospital whether as an out-patient (not staying over night) or as an in-patient (being admitted and staying overnight).

In the next video, Ethans provides more details about the role of the child life specialist. You will see scenes of children participating in medical play sessions to help them prepare for upcoming hospital visits.