1994 Best Practices: Review of Parent Education Literature
Prepared by Margaret Barber Brown, Cooperative Extension,
University of Delaware.  Contributed to the National Network for
Family Resiliency, part of the National Extension Service
Children, Youth and Family Network.  Permission is granted to
create and distribute copies of this document for non-commercial
purposes provided that the author and the Network receive
acknowledgement and this notice is included.
For more information: cyf@esusda.gov
Brown is a Doctoral Candidate in Individual and Family Studies
and Cooperative Extension, University of Delaware.  This paper
was reviewed by the Faculty Advisory Panel University of
Delaware, Delaware State University, Wilmington College, and
Delaware Technical College, for the Parent Education Partnership
Committee of the Governor's Family Services Cabinet Council.
Questions?  Contact Brooksie Pruden, Cooperative Extension, 126
Townsend Hall, University of Delaware, Newark, DE 19717-1303.
Telephone:  (302) 831-1328.  Fax:  (302) 831-3651.
Best Practices:  A Review of the Literature on Parent Education
and Support
Table of Contents:
        Introduction
        Parental Responsibilities
        Parenting Styles
        Parent Education and Support
        Outcomes for Children
        Family and Community Outcomes
        Risk and Protective Factors for Effective Parenting
        Summary
INTRODUCTION
This section summarizes the best parenting education practices
related to positive developmental outcomes for children.  Its
purpose is to provide objective information to policy makers who
face the task of determining how limited resources can best be
allocated to support parents in their efforts to raise healthy,
competent children.
Families have long been recognized as the primary unit for human
development (Maccoby & Martin, 1983).  The individual is
influenced by and affects the family; the family in turn is
influenced and affected by the community and the society.
Influences beyond the family (such as economic and educational
institutions and cultural beliefs) interact with the individual
and the family to shape the course of human development
(Bronfenbrenner, 1979).
Institutions and communities share responsibility with parents
for development of children and youth.  Head Start data suggest
that the most effective way to promote healthy child development
is by improving the family and community environment (Zigler &
Freedman, 1987).  Social institutions play a vital role in the
well-being of families.
The Family Resource Coalition has identified parent education as
a basic element of family support.  As a stand-alone entity or in
conjunction with other programs, parent education helps parents
develop and enhance parenting skills, understand human
development, try alternate approaches to childrearing, and learn
techniques to reduce stress that undermines parental functioning
(Small, 1990; Wandersman, 1987).  Many believe that parent
education is not effective unless it is tied to parent support.
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