Methods: This study utilized caregiver responses (N=115) to pre- and post-test questionnaires in a single sample design within one large public library system. The six-week program was offered 13 times throughout the year (fall, winter, spring). Most children (M age= 3.58, SD = .83) attended with their mothers (80%); the rest attended with another caregiver (e.g., father, grandparent, nanny). Most families identified as White (60%), Hispanic (18.3%), or Asian Indian (15.7%). Pre- and post-test questions assessed caregivers’ program-specific beliefs and behaviors for supporting young children’s MS learning, as well as parenting styles and child outcomes.
Pre- and post-test change was examined in two complementary ways: 1) Repeated measures general linear models were conducted in Mplus v.8; and 2) A quasi-experimental approach, comparing the post-test scores of fall/winter participants with the pre-test scores from spring participants (i.e., comparison group). All analyses controlled for course quality, program attendance, and caregiver/child characteristics
Results: From pre- to post-test, caregivers reported that they asked more open-ended questions, utilized more everyday opportunities to incorporate MS into their child’s routines, felt more prepared to support their child’s MS education, found it less difficult to find opportunities at home to develop MS skills, and more strongly agreed that children learn MS concepts best through play. Additionally, parents reported increased levels of prosociality in their children. The quasi-experimental analyses revealed a similar pattern of results, providing additional evidence of program effectiveness.
Discussion: This study provides initial evidence of the effectiveness of the FMS program in promoting caregiver involvement in children’s early MS learning. Results have implications for promoting young children’s school readiness in community spaces, such as the library. The quasi-experimental findings heighten the rigor of the study and present a model for future analyses using a single group pre-post design.