While there are strong justifications for the shift, there is the potential problem that parents' needs and interests may overshadow program attention to the child. A recent development in parent education and support has resulted in programs being tailored to be responsive to the needs and characteristics of the population being served. The idea that a particular program model can work with almost any parent has given way to an interest in matching parents to different types of programs. Principles of adult education recommend that programs include a strong experimental component. This is critical, because parents are likely to process new information according to existing beliefs about their child and child development.
Discussion provides an opportunity for parents to digest new insights in relation to existing ideas.
Conclusion P rograms of parent education and support offer promising strategies for facilitating the education and development of young children. It is crucial for educators and policymakers to find ways to alter classroom practices, early childhood programs, and schools to promote the family's contributions to early education and development. A Framework and Review. Powell, D.R. Families and Early Childhood Programs. National Association for the Education of Young Children, 1989.