BEST PRACTICE AÇEV’S FAMILY LITERACY PROGRAMS WORKING WITH PARENTS 8-10 May 2006 -DUBLIN

BEST PRACTICE AÇEV’S FAMILY LITERACY PROGRAMS

WORKING WITH PARENTS

8-10 May 2006 -DUBLIN

AÇEV’s Programs on “Family Literacy”

MOCEP:Mother Child Education Program

PCPEP:Parent-Child Preschool Training Program

FSP: Father Support Program

Beneficiaries: 186,000 mothers and children in 70

provinces of Turkey 900 teachers trained Yearly target 35,000 mothers and children

Aim of Program:

To empower mothers by supporting them in their parenting roles and providing the tools necessary for fostering the cognitive development of their children before they enter school.

Target Group:

Socio-economically disadvantaged mothers of 6 year olds who do not go to preschool.

Main Components and Duration:

Mother Support Program—25 weeks-long Implemented in the form of weekly 3 hour

group discussion meetings, facilitated by an AÇEV trained group leader

Cognitive Training Program (for the child)—25 weeks-long

Implemented at home daily by mother and child using worksheets, storybooks and other materials

Home visits—3-4 times during the 25 weeks Conducted by group leader to ensure quality

and provide one-on-one support to mother at home

‘‘MOCEPMOCEP’: Mother-Child Education Program’: Mother-Child Education ProgramAÇEV’s scientifically-proven, home-based, low-cost preschool and parent education

program implemented since 1993

Recruitment and Motivation-Recruitment and Motivation-MOCEPMOCEP

Before the implementation:• To hang posters • To held introduction meetings with mothers• Having been implemented for years, currently the

program is locally well-known, so it has a popularity.• Awareness of the changes on mothers and children

who participated the program before. • The motivation of mothers for the development of

their children – To grow up their children in better circumstances– To provide a chance for them– To effect positively the success of their children’s

school career• Participation in the program is free of charge


During the implementation• To provide mothers an environment for learning

and to encourage them to continue their education.

• The program facilitates the relation of mothers with their children in daily life.

• Mothers can easily notice the behavioral change both on themselves and on their children during the implementation.

• To be listened and respected by their family• To be perceived as experts of child rearing by

their close environment


During the implementation

• Encouragement and support of their close environment for their participation in the program

• To provide them an opportunity as a sphere for social participation

• To provide them the feeling to be effective individuals

• To do something for themselves• To support mothers’ parenting roles and

empower them – Better family cohesion– Better decision making – Better communication with their husband– Better communication with their children


The motivation provided by the program’s structure

• Mothers are certificated at the end of the program

• The program is not only for informing; mothers also learn from the group

• The program creates an atmosphere so that mothers notice the importance of their knowledge and experiences

• The program provides new information • Participation is obligatory according to the

academic schedule

Approaches-Approaches-MOCEPMOCEP

• Learning from the group• Sharing experiences• Decision making in the group

• Role playing

MaterialsMaterials

• Additional texts,• Worksheets of cognitive training program,• A set of geometric shapes• Home bulletin• 8 Story Books• Certificate

Role of parent leadersRole of parent leaders

• Assistant Mothers:

Mothers assist the group leader in the implementation of cognitive training program

with mothers.

Home visitsHome visits

• Mothers feel themselves esteemed. • Due to the interest of the group leader for the

mothers, the motivation and feeling of belonging to the group increases.

• Within the limits of the program content, personel problems which cannot be talked in the group can be shared with the group leader.

‘‘OVÇEP’: Preschool Parent-Child Education ProgramOVÇEP’: Preschool Parent-Child Education ProgramAÇEV’s scientifically-proven, center-based preschool education program which

brings the preschool and the parent together, implemented since 1999

Beneficiaries: 18,000 mothers and children in 26 provinces of

Turkey102 teachers trained Yearly target 5,000 mothers and children

Aim of Program: To support the preschooler’s literacy and

numeracy skills and to ensure the educational support provided to the child is continuous and complementary, through strengthening the school-family collaboration.

Target Group: Children attending state-run preschools and

their parents.

Main Components and Duration:Cognitive Training Program (for the classroom)

—28 weeks-long Implemented in class daily by teacher and

preschoolers using worksheets, storybooks and other materials

Cognitive Training Program (for the home)—25 weeks-long

Implemented in the home daily by the parent and the child using a second set of worksheets, storybooks and other materials

Parent Support Program—9 sessions Implemented in the form of monthly 3 hour

group discussion meetings, facilitated by the ACEV trained preschool teacher

Recruitment and Motivation-Recruitment and Motivation-PCPEPPCPEP

Before the implementation

– To grow up their children in better circumstances

– To fulfil the duty of ‘parenting’– Participation in the program is implemented

free of charge



• To have a continuous relation with the teacher.• To have the opportunity to share concerns about

children with the teacher. • Socialization of parents• To be informed about the schooling of the child in

detail • To have the opportunity to meet the parents of

their children’s friends• To be aware of the development of their children

and to follow their development closely. • To gain skills for better communicating with their

children


The motivation provided by the program’s structure

– The program provides school-parent collaboration

– The program provides new information

Approaches-Approaches-PCPEPPCPEP

• Sharing experiences• Learning from the group

MaterialsMaterials

• Additional texts,• Worksheets of cognitive training program for

class and for home,• A set of geometric shapes• 8 Story Books• Certificate for children

Beneficiaries:

13,000 fathers and children in 15 provinces of Turkey

400 teachers trained Yearly target 6,000 fathers and children

Aim of Program:

To sensitize fathers to the importance of their role in their child’s life and to equip them with the skills and attitudes necessary for fostering the healthy development of their young children.

Target Group:

Socio-economically disadvantaged fathers of 2-10 year olds.

Main Components and Duration:

Father Support Meetings—13 weeks-long Implemented in the form of weekly 3 hour

group discussion meetings, facilitated by an AÇEV trained group leader

Activities for Father and Child—13 weeks-long

Implemented at home by father and child using storybooks and other materials

‘‘BADEP’: Father SupportBADEP’: Father Support Program Program

One of the only father education programs of this scope and duration in the world, implemented since 1996

Recruitment and Motivation-Recruitment and Motivation-FSPFSP

Before the implementation

• Introduction meetings targeting the fathers of the primary school or/and pre-school class students are held.

• Fathers are invited to the introduction meeting by an invitiation letter which is taken home by their children.

• Fathers decide the meeting date and hour which is most convenient for them.

• At the first session the group leader makes a contract.

• Participation in the program is free of charge



• The group leader is sensitive to the values and beliefs of the fathers.

• The program gives information and gains skills which improves their relation and communication with their children, and their effectiveness in the develoment of their children.

• Particulary in the first three weeks, the group leader gives telephone calls to the fathers one day before the session.



• The group leader calls the absent fathers and learn their excuses.

• When there is a common event for the fathers (football game, celebration of.....etc.), group leader changes the date of the meeting according to the group decision.

• The group leader strengthens the relations by giving fathers name cards, file..

Approaches-Approaches-FSPFSP

• FSP is a group meeting as well as a training activity

• Learning is provided through the sharing of different experiences

• The group makes decisions on the issues concerning the group

• Fathers gain awareness about the needs of their children and giving them concrete, useful information

MaterialsMaterials

• Files for fathers• Invitation letter for the presentation meeting• Name cards for fathers• “Observation follow-up forms” for recording the

improvements in the behaviors which are expected to be developed

• Skill and information forms to exercise behaviors to be adopted.

• Additional texts• Story Books

Thank you.....Thank you.....

Documents

BEST PRACTICE AÇEV’S FAMILY LITERACY PROGRAMS WORKING WITH PARENTS 8-10 May 2006 -DUBLIN