(Open-ended elaboration of above question a.6): (a.7) particular programs/services/resources were most helpful for your needs? (Please note the program, service or information you received, and the agency that offered it). (a.8) If none of these resources were helpful, please tell us why not. (This question does not directly measure the indicator, but adds some related explanation to the above questions.) NOTE: Code responses by ways/reasons that programs/services/resources categories in the table in a.5 met participants’ needs (or not). b) Participants report seeking out relevant resources. NOTE: Please read the four notes that precede a.1 at the beginning of this section, as they apply here as well. Early Childhood & Head Start (Open-ended question with parent): (b.1) Which programs/ services/resources have you used in the [insert timeframe of interest]? NOTE: Code by categories from the chart in Question b.2 below, as applicable. General NOTE: Please read the three notes that precede a.1 at the beginning of this section, as they apply here as well. NOTE: The second part of the question “Which ones were helpful to your needs?”, and the dark gray shaded boxes, serve as Question c.1 in the next section. (Survey or interview with participant): (b.2) kinds of programs/services/resources have you used in the [insert timeframe of interest]? Which ones were helpful to your needs? (Please check all the kinds of programs/services/resources you used, in the light gray shaded box to the right of each type of resource. Please check which kinds were helpful, in the dark gray shaded box. )
Supplementary Questions: For both c.4 and c.6, you could add a question: What difference has the help you received made in your life? This question goes beyond the indicator per se, but could be very useful for the agency to know. G G. Children have developmentally appropriate skills (Children & youth, Early childhood, Head Start) a) Participants demonstrate age/developmentally appropriate skills in the following areas: personal/social skills, communication skills, gross motor skills, fine motor skills, appropriate problem solving skills, coping skills Preschool (3-5 years) NOTE: This indicator is only relevant to preschool children. Formal assessment Many agencies already give parents the Ages and Stages Questionnaire (ASQ) as part of their core programming. Agencies could use the overall pre-post (BEFORE & AFTER) results across the developmental domains to represent changes in child development during their program. This reporting would not be at the individual level. It would be a global report (i.e., grouped results) of how many children are at each level of development for each of the developmental domains reflected in the indicator. Less Formal Assessment If agencies are not using ASQ in a formal sense as above, the following questions are suggested to provide data consistent with the domains covered in the ASQ. (Open-ended interview with parent – based on parent observation of child): (a.1) What, if any, changes have you observed in your child’s abilities since s/he started [program]? Prompts: personal/social skills, communication skills, motor skills, fine motor skills, appropriate problem solving skills, coping skills NOTE: Code responses developmental domains: social skills, communication skills, gross motor skills, fine motor skills, problem solving skills and coping skills. NOTE: To capture child development, the following question would ideally be asked when the child begins the program (BEFORE, or pre, measure), and again at the end of the program (AFTER, or post, measure). If that is not possible, or if you think parents may not always be able to give accurate skill ratings BEFORE the program (for example, if they are unsure how to define some types of skills – such as social or problem solving skills), you may wish to ask them to do two ratings AFTER. In this case, you could ask the question above at the end of the program
NOTE: Code responses by internal and/or external developmental asset development categories (under Question c.2 & c.4, respectively). I I. Parents develop the (a) knowledge and (b) skills needed to provide a nurturing environment for their children(Early childhood, Head Start, Parent education) a1) Parents identify aspects of a nurturing environment for their child(ren) at home (e.g., have books, toys in the home, play with child(ren), engage in conversations about things of interest to the child, create social opportunities for child(ren) with peers) NOTE: The following question would ideally be asked when the parent begins the program (BEFORE, or pre, measure), and again at the end of the program (AFTER, or post, measure). If that is not possible, you may wish to ask them to do two ratings AFTER. In this case, you could ask the question above at the end of the program (AFTER measure), then ask them to answer it again, as they think they would have responded BEFORE the program. It is best to ask the BEFORE response without them being able to see their AFTER response, and to ask them an unrelated question or take a break in between their BEFORE and AFTER ratings. That way, their AFTER response is less likely to influence their BEFORE response. (Survey or interview with parent): (a1.1) In your view, how important are the following activities for creating a good home for young children? (Please check the column that best reflects what you think.) NOTE: Agencies may tailor examples to fit cultural context of participating parents