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Help for Vulnerable Parents Often Misses the Mark

New research led by psychology professor Pernille Juhl examines the collaboration between families, daycare institutions, and social workers during the first 1,000 days of a child's life.
Pernille Juhl
Professor Pernille Juhl. Photo: RUC/Agnete Schlichtkrull.

 

The first years of a child’s life are critical. In recent years, politicians have prioritized early, preventive interventions for vulnerable families, emphasizing parents’ central role when children are young. However, some vulnerable parents are also perceived as potential risks to their children's well-being.

This is the focal point of a new research project investigating how parents experience involvement in early interventions for young children. The project focuses on family-oriented, preventive, and advisory efforts such as discussion groups and health services under Barnets Lov (the Child’s Law.)

Learning at Home on the system’s terms

Professor Pernille Juhl, the project leader, believes it is essential to understand the frameworks shaping this collaboration.
Her previous research reveals a paradox in the interaction between parents and the system: The most vulnerable families often meet greater demands than other parents.

The 2018 reform of the Daycare Act placed shared responsibility on parents for children’s learning, both at home and in daycare. Educators were expected to guide parents in creating “home learning environments.” While the intention was to provide children with more equal opportunities, the result was that parents—especially those with the fewest resources—were burdened with a significant additional task.

Pernille Juhl's earlier research shows that many parents feel pressured to support their children’s development in prescribed ways. For example, a mother with a non-Danish ethnic background was advised not to sing Arabic lullabies, as language intervention guidelines favored singing in Danish. Similarly, children and parents who enjoy reading books like Curious George are encouraged to read different types of books:

“They are given certain books to take home, which the children find boring and therefore do not want to read. These books contain difficult words like ‘apartment complex’ and ‘architectural drawing.’ When reading aloud to young children, such content doesn’t capture their attention. Additionally, parents receive a lengthy manual explaining how to use ‘dialogic reading’ to enhance language development. All of this takes considerable time and doesn’t come naturally to everyone. Adding such a task can place a lot of pressure on a family,” says Pernille Juhl.
 

Pernille Juhl
Pernille Juhl researches psychology and pedagogy, including the everyday lives of parents and children. She is affiliated with the Department of People and Technology. Photo: Agnete Schlichtkrull.
Pernille Juhl
Pernille Juhl, here at the Department of People and Technology at RUC. Photo: Agnete Schlichtkrull.

More About the Research Project

The research project is structured in three phases:

> Mapping
Investigation of previous interventions in municipalities and how they interact.

> In-Depth Analysis
Selection of the 10 most common interventions and observations of collaborations between parents and professionals in four municipalities.

> Problem Analysis
Reviews of twelve complex cases where collaboration between parents and staff is particularly challenging—with a focus on experiences and potential solutions.

The Independent Research Fund Denmark has granted DKK 4,386,657 to the project.