Parents as First Teachers _PAFT_

					Parents as First Teachers (PAFT)

       Progress Report
   1 January – 30 June 2008

                Nau i whatu te kakahu, he taniko taku.
       The cloak is woven before the ornamental border is added.
(Parents are the most important influence on the character of their child.)

                                                                (Āhuru Mōwai)

                    Table of Contents
Section                                         Page
Summary                                           4
Introduction                                      5
Background                                        5
List of providers                                 6
Personal visits                                   7
PAFT outcomes                                     8
Parent educators                                  12
Training                                          15
Immunisations and health checks                   17
Group meetings                                    18
Referrals                                         19
Networking                                        21
Early childhood education (ECE) participation     21
Enrolments                                        23
Family characteristics                            28
Site specific recruitment criteria                29
Exits                                             29
Surveys                                           31
Conclusion                                        32

                Parents as First Teachers Summary
                     1 January – 30 June 2008
As at 30 June 2008:               Parent Surveys:                   111 families with fathers
                                                                    who are the primary
6,653 families are on             721 families responded            caregiver
                                  99.1% satisfaction with the       2735 families are
2,102 are Māori families          programme                         accessing Early Childhood
                                                                    Education services
877 are Pasifika families         Exit Surveys:
                                                                    Health Checks:
26,568 home visits were           270 surveys received
completed                                                           94% infants are up to date
                                  100% satisfaction with the
1,678 families were               programme                         93% Māori infants are up
referred to other services                                          to date
                                  Group meetings:
New families enrolled                                               97% Pasifika infants are
during the reporting              179 group meetings have           up to date
period:                           been held
*725.5 families have an           1710 parents have
income less than $25,000          attended group meetings           94% infants are up to date

337.5 families with               Family Characteristics:           92% Māori infants are up
mothers under 20 years                                              to date
old                               1880 families with primary
                                  caregivers in full or part        96% Pasifika infants are
412 families with mothers         time employment                   up to date
20 - 25 years old
                                  509 families with primary         Initial Training:
395.5 families are                caregivers in full or part
parenting alone                   time study                        13 parent educators were
284 families parenting            1403 families parenting
without a supportive              alone                             100% satisfaction
                                  1061.5 rural families             Ongoing Training:
576 families with parents
lacking family/community          1014 families with fathers        116 parents educators
support                           involved in the programme         were trained

1,253.5 families with                                               99% satisfied
parents lacking parenting

*Note: Multiple birth families are counted as 1.5 for twins, 2 for triplets.

This report describes the activity of the Parents as First Teachers (PAFT) programme during
the period 1 January – 30 June 2008. The information is collated from PAFT providers’
biannual reports to the Ministry of Education, parent surveys, PAFT database reports, and
training evaluations received during the reporting period.

The report represents the work of parent educators, who provide information, support,
encouragement, and ideas for play, to approximately 6600 families and their children of up to
three years of age, around Aotearoa/New Zealand.

This PAFT progress report looks at how this information is contributing to the achievement of
PAFT’s goals to:

        Increase parent knowledge of early childhood development and improve parenting
        Provide early detection of development delays and health issues;
        Prevent child abuse and neglect; and
        Increase children’s dispositions for learning, participation in quality early childhood
       education and positive transitions to school.

PAFT is a parent education and family support programme and has been operating in New
Zealand since April 1992. The PAFT programme was transferred from the Ministry of
Education to the Ministry of Social Development, Family and Community Services on 30
June 2008. There are 37 contracts with community providers who deliver PAFT in 52
locations throughout the country.

The programme is a free service for families with children up to three years of age. A family
may enrol in the programme once, and can transfer location. Enrolments are targeted to
families who meet criteria which are linked to some risk of poor education outcomes for

PAFT uses the research-based Āhuru Mōwai and Born to Learn curriculum as the basis of
its delivery to families. Āhuru Mōwai is researched from traditional Māori beliefs and
practices about, and for, the bearing and rearing of children. Born to Learn contains up-to-
date neuroscience, child development, and parenting information derived from western
pedagogies. Te Mahere Kaupapa Māori, a third component of the curriculum, provides a
practical aspect with a focus for Māori whānau. A close parallel exists with Te Whāriki, New
Zealand’s early childhood education curriculum.

PAFT operates within the belief that the parents, or primary caregivers, are the children’s
first and most important teachers. The programme provides information, support and
encouragement by way of:

       Personal visits;
       Group meetings;
       A record of child’s development;
       Immunisation and Well Child health check reminders; and
       A network of referral agencies.

List of providers

Location                         Provider                                  Target

Far North                        Te Runanga o Te Rarawa                    157
Whangarei                        He Puna Marama Trust                      125
Whangarei/Kaipara                Royal NZ Plunket Society                  157
North Shore                      Barnardos NZ                              125
Waitakere                        Waipareira Pasifika                       280
Waitakere                        Waipareira Pasifika                       125
Auckland City                    Royal NZ Plunket Society                  188
Auckland/Manukau City            Pacific Island Early Childhood Council    250
South Auckland/Manukau           Royal NZ Plunket Society                  437
Papakura/Franklin                Royal NZ Plunket Society                  125
Thames/Coromandel/Hauraki/       CAPS Hauraki                              125
Waikato                          Waahi Whaanui                             100
Hamilton/Waipa                   Kirikiriroa Family Services Trust         250
Tauranga/Western Bay of          Royal NZ Plunket Society                  125
Whakatane/Opotiki/Kawerau        East Bay of Plenty REAP                   250
Tokoroa/South Waikato            Tokoroa Council of Social Services        125
Rotorua                          Tipu Ora Trust                            200
Taupo/Otorohanga/Waitomo/        Central Plateau REAP                      210
Gisborne/Wairoa                  Royal NZ Plunket Society                  276
Ruatoria                         Te Runanga o Ngati Porou                  25
Napier/Hastings                  Napier Free Kindergarten Association      250
New Plymouth                     Barnardos NZ                              188
Wanganui/South Taranaki          Barnardos NZ                              112
Palmerston North/Tararua/        Royal NZ Plunket Society                  343
Horowhenua/Kapiti                Te Runanga o Raukawa Inc                  63
Wairarapa                        Royal NZ Plunket Society                  125
Hutt Valley                      Naku Enei Tamariki                        188
Hutt Valley/Wellington/Porirua   Te Umiumiga A Tokelau                     168
Porirua                          Taeaomanino Trust                         220
Wellington                       Mokai Kainga Trust                        100
Nelson/Marlborough/Tasman        Royal NZ Plunket Society                  156
West Coast                       Royal NZ Plunket Society                  125
Christchurch/Waimakariri         Te Puawaitanga Ki Otautahi                374
Ashburton/Selwyn/Timaru          Family Works Presbyterian Support         96
Dunedin                          Arai Te Uru Whare Hauora                  100
Dunedin/Waitaki                  Royal NZ Plunket Society                  125
Invercargill/Southland           Awarua Social and Health Services         125

Personal visits
The key component of the PAFT programme is the personal visit.

The PAFT logic model states that ‘the home is the first and most important learning

26,568 personal visits were completed this reporting period.

The chart below shows the number of home visits completed in each six month period from
December 2003 to June 2008. The number of visits has decreased in this time due to a
decrease in total family numbers, while the average number of home visits for each family in
the six month period has been maintained at 4 visits.

                           Total PAFT families and number of home visits
                                    December 2003 - June 2008
                    Dec-   Jun-   Dec-   Jun-   Dec-      Jun-    Dec-    Jun-    Dec-   Jun-
                     03     04     04     05     05        06      06      07      07     08
                                  Number of home visits          Total families

96% of parents surveyed answered ‘Yes’ to the question “Did you feel comfortable being
visited in your own home?” The remaining 4% of parents answered ‘Sometimes’. Below are
comments in regards to this question:

‘Come to your house, no need to disturb kids sleeping patterns.’

‘They come to your home for one to one education. The activities are inexpensive using
things around the home.’

‘The fact they come to your house – they are very hands on.’

‘Having the same person come to our house. Building rapott (sic) with one person and by
coming to our house makes it so much easier.’

‘Yes, especially being rural we don’t get to go to all the town based programmes available.
PAFT shows us how to achieve similar things at home.’

‘They come to you, so it is an informal meeting, relaxed and a comfort to mother/gran and
baby to be in their own home. Very friendly service.’

‘Home visits are great. The teacher can appreciate what we have available and offer
suggestions on how to maximise their use (ie boxes/toys etc). regular visits are fantastic –
they come around so quick!’

‘Visit me in my home; Free; Excellent PAFT teacher; good resources – written handouts and
ideas plus activities on the day of the PAFT visit.’

‘They come to your home, give you strategies to use for different situations, ideas to develop
strengths and weaknesses. All for free!’

‘In home visits. The regular support offered. Great to just talk with someone and bounce
ideas off, discuss any problems and to know how to improve parenting techniques.’

‘Great play sessions with the boys who absolutely love it.’

‘That they come to our home; that they highlight the good stuff; that they are easy to talk to
about what’s happening.’

‘The home visits are wonderful.’

‘That we don’t have to leave the house for our appointment, all the neat ideas to help our
bub’s learning along in a fun way, the educator gets to see the children in their own

‘The home visits are great as it is where my son and I feel most comfortable.
Home visits – it’s easier to have someone visit than to get twins ready with all their “things”.’

PAFT outcomes
The PAFT logic model short-term outcomes include parents displaying improved:

      Knowledge of age appropriate child development in cognitive, language and literacy,
       social-emotional and motor domains;
      Interaction with child that enhances age-appropriate development and reinforces
       cultural values;
      Parent-child attachment;
      Parenting practices;
      Knowledge and practice of positive discipline techniques;
      Feeling of competence and confidence in parenting practices;
      Involvement in child’s care and education; and
      Home environment.

Below are comments from PAFT provider biannual reports, 1 January – 30 June 2008,
regarding the achievement of PAFT short term outcomes.

Parent will display improved knowledge of age appropriate child development.
‘I have several homemade books, some with words and some without. I was using one of
the books at a visit and the parent asked me why it had no words and how did you read the
story if it had no words… I modelled reading the wordless book with the child by pointing at
the pictures and talking about them. I asked the child questions about the pictures and to
point objects out to me.
The parent was surprised that reading a book in this way was a valuable learning exercise
then went on to tell me that the child’s father wouldn’t read to the child because he wasn’t a
good reader. I offered to lend the book to the parent so she could show Dad how to read it.
This felt like a very positive experience for everyone.’

‘Parents have shared how PAFT has equipped them with resources where they are now
aware of what to expect at certain stages and they know what is required of them to help in
assisting their child’s development. One dad shared how it has broken his mindset of
thinking that his daughter was too young for books, but it has made him more confident to
read to baby as part of their evening routine.’

‘People I know would tell me how their babies slept through the night. My baby still would
not sleep all night even though he was one. When I discussed it with my PE she suggested
that I need to review my feeding routine during the day. It turns out that my baby was
probably not getting enough food during the day because I was still breastfeeding before all
meals. He was waking up because he was probably hungry. He sleeps through the night
now and has put on weight because he eats so much more now.’

‘I can’t afford to take my child to crèche and I was worried that I wasn’t providing enough
stimulation at home. I didn’t join any mothers’ groups because I am ashamed of my house
and how poor we are. I knew that eventually I would have to host something at my house
and I didn’t want anyone to judge me and where I live. I didn’t even want to join PAFT
because of this too but it was my only link and my PE didn’t make me feel embarrassed. My
PE introduced me to some other mothers in my suburb and they invited me over. They
didn’t have much either and they didn’t even care and they were happy. I feel so stupid. I
have come to understand that kids don’t care where you live, as long as you can provide a
happy place for them to be. I felt so much more comfortable and our kids love playing
together. I am pleased my child sees faces other than my own.’

‘I have got so much out of the programme as a mum, the first thing my PE noticed was my
son’s speech, this milestone was brought to my attention and a speech therapist was
suggested, as a result of this it has been a great improvement. I wouldn’t have taken him to
the therapist otherwise. Another big difference has been his social development, his
independence has grown. The ideas that my PE gave me has enabled me to extend his
play from the monthly activity that I’m given. As a Mum I didn’t know what specific toys that
my son could use, the toys I had were young for his age and frustrated him because he
wasn’t being stimulated enough. Toys can be made from the PAFT visits, what a difference
that made on my spending on toys that weren’t necessary.’

‘My time with PAFT has been astounding. From my first visit, when my daughter was 6
months, they taught me what kind of things I could do with my child each month to help them
stimulate their brains, teach them coordination skills and a whole lot more. Most mums like
myself know that there are things we can do to help our children’s learning abilities, what we
don’t know is how it will help and what to do and that’s really what PAFT did for me helping
me to teach my child without the student teacher atmosphere and still keeping the mother
daughter bond. With my daughter, I’ve noticed a huge difference in her development
compared to some of the children in my family at her age and it’s amazing. Not only is she
clever, but she is so confident about everything she does. At the age of 2, she picks up
things so fast and easy. Just from teaching her basic methods, she is able to do and
embrace so much from others without struggle all thanks to the guidance I received from
PAFT. It’s a wonderful programme especially for young first time mothers or any first time
mothers who want that extra support and guidance from someone.’

Parent will display improved parent – child attachment.
‘A mother had seen other mothers with their tamariki and was concerned that she wasn’t
developing the same relationship with her tamariki. Parent educator visited and could point
out the close relationship that she already had with her tamariki from observing interactions
between them and continued to encourage the relationship and further enhanced the
mother’s self-esteem about the good job that she was doing.’

‘One of the mums on the PAFT program, felt she didn’t know how to play with her baby. By
having the parent educator visit and sit with mum and baby on the floor (mum also said
she’d never sat on the floor with baby), a little encouragement and with the help of a few
home made toys from the Parent Educator mum was soon happily interacting with her baby.
She did know how to play with her baby, she’d just forgotten how to play.’

‘A young 22 year old mum has said that having PAFT has helped her concentrate on her
baby’s needs for healthy development, while she was experiencing domestic violence. She
has made the decision to end this relationship with the baby’s father, who is now in jail, so
she can provide a safe, healthy environment for both herself and her son.’

‘Mum with a low education level and low income was very excited to talk to PE about
remembering to talk to her child while she was driving around in the car. She now also turns
the TV off during the day and is trying really hard to “chatter” to her child following long
discussions about language development.’

‘PAFT came in when this whänau had their second child. The mother already held the
perception that “children were out to purposely annoy and get to her”. PAFT has consistently
presented age appropriate expectations of what the children can understand so that the
mother can focus on the positive developments in her children and see that many of her
expectations were unreal. As a result the children’s behaviour is becoming more respectful
towards their mother because their mother realises that she is role modelling to them.’

‘At the three month visit both teenage parents were present. Dad was showing affection to
the baby and engaging in age appropriate games. I was able to affirm his actions telling him
that what he was doing would enhance his son’s future educational outcomes and ability to
form social connections. He had not been aware of this and I could see his sense of self
esteem almost blossoming before my eyes. I was able to leave him with the “Role of
Fathers” handout with the reinforcing information.’

Parent will display improved parenting practices.
‘As an orphan growing up in various homes and foster care, this Mum hasn’t had the best
role models or examples of a happy and healthy home. However, despite her own
dysfunctional upbringing, Mum refuses to repeat the cycle and focuses on her priorities and
values for her child. Mum reads all the information she can on different child rearing topics,
and pays a lot of attention to detail during PAFT visits, shows enthusiasm and asks lots of
questions. Her baby is growing beautifully, happy and content, PAFT helps Mum by
reassurance that what she is doing is positive, which empowers her as a great Mum.’

‘A mother was having difficulty getting her 2 year old to comply with requests. Tantrums
were a daily occurrence. PAFT talked about strategies and was available for back up and
support by phone. After 10 days of immense effort by the mother and PAFT guidance, the
problem eased. The parent is now confident how to encourage her child to comply and is
enjoying the reduced number of tantrums.’

‘After discussion with parents regarding the viewing of television in their house they were
able to note how distracting it was for their child and how much time he spent watching
instead of playing and interacting. At first they were unsure about what they could do to
stimulate him. “What will we do with him if he is not watching tv” was their response. We
discussed other alternatives and the benefits of him being active and engaged with parents
and play. The next visit they were able to proudly tell me they were in control of the tv and
were switching it off at the wall, they also observed the extra time spent with their child and
the fact he was off doing other activities around the house.’

‘I’ve so enjoyed the chance to celebrate and focus on my youngest child, who otherwise
always has to share everything with her older brother, including our attention! The PAFT
visits allow me reflect on S’s progress and think about the things she is doing and how she is
achieving. It’s so easy to take these things for granted!’

‘At 30 month visit mum very distressed. Child not sleeping and pushing boundaries. Mum
considering returning to child’s room to sleep. After discussion with PAFT clearer
understanding of situation: loss of grandfather, tangi at home, major upset in routines for
child. PAFT suggested strict routines, especially bedtime. Talking with dad as he wasn’t
happy to let child cry. Suggested reading Diane Levy’s book, ‘Lovely While Sleeping’. Once
dad had read the book he had a better understanding that 7pm to 7am is adult time. Mum
over the moon child has now been sleeping for 6 weeks straight after being difficult to settle
from birth.’

‘I often suggest that parents set children’s toys out on shelves or in small baskets or
containers in their groups eg blocks, cars etc. One mother who lives in a small house with
her mother has set her child’s toys out in groups on shelves and baskets and the child is
very independent and self-motivated, as she chooses what to play with. She knows how to
find what she wants and can put her toys back where they belong.’

‘A Cambodian Mum was having difficulty with her son’s behaviour. At first what he did was
cute. Now at 25 months, he was out of control. Mum was very stressed at her son’s
disobedience. A situation arose during one of the PE’s visits. PE talked Mum through ways
to deal with the behaviour and stressed the importance of praising his efforts (no matter how
angry she was), then told Mum to watch his behaviour after she had praised him.
Excitement, happiness and willingness! Mum worked on it for a whole month, resulting in a
happy and obliging little boy.’

‘A mature couple parenting their first child are really stoked with the idea of being designers,
consultants and authority for their son. Dad stated that at the very beginning when he read
the handout explaining these roles, he was taken aback. He shared that he thought his role
was that of ‘breadwinner’ and that all he had to do was put food on the table. “But being a
Dad is more than that,” he said. He was only doing what his Dad did. He said he was going
to be a “hands on” Dad; he said that he would design rough play times, he would consult
with his wife and he was going to be a good authority figure. As an educator, he filled my
cup, seeing a parent so excited about their responsibility as a Father…………awesome.’

Parent will display improved involvement in their child’s care and education.
‘Child A was 2 months of age at the start of the programme; baby’s age is now 16 months,
and attends day-care with baby brother. Although both parents are in full time work and Dad
has his own business, has made sure to set quality time aside for Child A and time for the
PAFT programme. In this occasion Dad has never missed a visit. During the session Dad is
able to ask questions and have firsthand knowledge of Child A’s development.’

‘A group of Mäori PAFT parents wanted to give their children the opportunity to learn Te Reo
Mäori. The PAFT team had visited an immersion preschool who had developed a new
initiative funded by Ngai Tahu to assist with Te Reo Mäori in Early Childhood Education.
This link provided an opportunity to assist whänau to achieve this by linking them together
into groups of 2 and 4 and facilitating their enrolment in the program which enabled them to
not only learn Te Reo Mäori with their preschoolers, but also to make connections and
friends with others with shared interests – a very positive experience and outcome.’

‘“C” is a young mum parenting alone, living in the downstairs flat of the family home. When I
first enrolled her, she was very shy, lacking confidence in herself and her role as a parent
and slightly depressed. Through constant reassurance and praise of her ability to parent, ‘C’
started to open up. She talked about her little boy and how proud she was of all his little
milestones and became very interested in child development. ‘C’ enrolled herself in a few
computer courses and the child attended Barnardos 3 days a week and she always showed
me his daily diary with much pride. Her confidence grew and she developed ‘self-belief’ and
started to look for employment. Her interest was early childhood education so I suggested
trying at the local daycare centre putting her name down etc. The child is now 33 months
old, Mum has fulltime employment at a daycare, her child goes with her each day for free, so
Mum gets paid and child gets daycare facilities and integration with other children and both
are extremely happy. We will complete the PAFT programme in September.’

‘A whänau with a 31 month old boy had noticed that their son’s language development was
not coming along as they thought he should be. During the PAFT visits it was noted that on
his milestones, he did have delays and a referral was made to Group Special Education and
to Audiology to have a hearing test. His comprehension was fine, he understood what was
being said to him and was able to get items on request but he was a relatively quiet child. At
one visit he sat on my knee and we read “Where is Spot?”which is a flap book. After the third
time through he was pre-empting who was behind the door and making appropriate sounds
for each animal. Mum was flabbergasted. To cut a long story short, Mum realized that he
could talk, he just needed to be given the opportunity to do so. Mum and Dad did all the
talking – they are learning to be listeners.’

Parent will display improved home environment.
‘A first time Mum was having difficulty with her Mother in Law over-riding her decisions as to
what to do with her baby. Together we devised a plan to present to the Mother in Law with
the latest information on various topics. For example, why babies now sleep on their backs.
By presenting written material and by talking to the PE and the midwife, the Mother in Law is
starting to accept that we do things differently now for good reasons.’

‘The child had become very attached to his cot and didn’t want anything to do with a big bed
unless it was with mummy and daddy. Mum wasn’t sure whether she was expecting too
much too soon. So, after some discussion and giving her the handout “Moving your Toddler
to a Big Bed” she could see that she tried to push it too quickly.
At the next visit, she was thrilled to tell me that special handout had sorted it out for her and
that her child is now really happy in his big bed and proud of it. She left the big bed in the
room and put teddies to sleep when he was having a sleep until the time came when he
wanted to join them. He thought it was good to be able to hop in (and out) of bed all by
himself. She said that taking the time to say goodnight and settle him down was a very
special time and she thanked PAFT for the timely information made available.’

‘I have been visiting this single parent for the past 30 months. She was a very shy girl with
low self esteem and at the time was in a relationship with the child’s father. Within 9 months
it was over and she had to face custody issues, plus the critical attitude of the paternal
grandmother who picked the little girl up for the visits with the dad. She went back home to
her mum which wasn’t ideal as her mother had her own issues. There were some safety
issue as her teenage brothers were still at home, thus, four cars parked up in the back yard,
two dogs, many cats, lack of heater and fire guards and kitchen safety. This mum became
very tearful because of the sibling pressures.
We worked through many issues throughout the following year and resolved the safety ones.
With strategies for her support she has now achieved breaking off with a boyfriend that she
knew wasn’t in her daughter’s best interest and moved into her own accommodation. Feeling
confident and proud of herself because her budgeting has paid off her bills and she now has
money for birthday presents. She attends our PAFT groups and has enrolled her daughter in
Because we have built up over these years a trusting, non judgemental relationship she was
able to say at a recent visit “This might sound silly but I think my house is haunted”. Her
daughter was waking in the night crying and refusing to stay in bed – wanting to sleep with
Mum. After I’d checked the child’s bedroom I suggested she might be cold. Summer night
wear and sheets with two acrylic cot blankets on a single bed, with over night lows of 0 to 2
degrees, was not enough. Once this problem was sorted with donations from Plunket and
the Opportunity Shop for warmer bedding and clothing and the bed shifted from under the
window the child has slept through the night. No more haunted house.’

‘My parent educator has helped me to make the decision to move out of a violent
relationship, where drugs were a problem, I feel safe talking to her, I know she really cares.
She has given me other peoples names and numbers for me to ring to get help from
counsellors for my boy and me.’

Parent Educators
An assumption in the PAFT logic model is that ‘all parents can benefit from research-based
information regarding child development and partnerships with parent educators trained in
supporting the development of strong parent-child relationships.’

The success of the programme depends on the calibre of the parent educators who visit the
families every month.

A parent educator is responsible for:

      Working with family/whānau to deliver the PAFT programme;
      Maintaining accurate and up to date records and reports as required;
      Networking with education, health and social services agencies to support the
       effective delivery of the PAFT programme; and
      Working professionally, cooperatively and collaboratively as a member of the PAFT
       team to ensure effective delivery of the PAFT programme.

A parent educator is required to have a minimum of an early childhood education diploma or
equivalent qualification or experience in education, health or social work. In addition to these
qualifications, a parent educator needs to be able to form a warm, professional relationship
with whānau/families.

The chart below shows the various ethnicities of PAFT parent educators.

                    PAFT Parent Educator ethnicities this reporting period
                                                               2%             Pakeha
                                                                              Cook Island
                                                               1%             Niuean
                                                               1%             Tongan


The following chart shows the PAFT parent educator ethnicities from June 2005 to June
2008. The number of parent educators has decreased since June 2005 due to PAFT family
numbers decreasing. The number of Pakeha and Pasifika parent educators has remained
stable over this time.

                                PAFT Parent Educator ethnicities
                                     June 2005 - June 2008
                    Pakeha            Māori      Pasifika          Asian       Other
                  Jun-05     Dec-05     Jun-06   Dec-06     Jun-07   Dec-07    Jun-08

The PAFT Pasifika Parent Educator makeup is shown in the chart below.

                    PAFT Pasifika Parent Educators June 2006 - June 2008


                  Samoan     Cook     Niuean    Tongan Tokelauan Tuvalu     Fijian
                             Jun-06    Dec-06    Jun-07   Dec-07   Jun-08

At the end of the reporting period, there were 137 PAFT parent educators employed in 104
full time equivalent positions. A full time parent educator would usually have a caseload of
63 families to visit.

A selection of comments from parent surveys regarding PAFT Parent Educators:

‘PE advice is fantastic and she never judges you with parenting techniques.’

‘PE brings us both such reassurance, spiritual, knowledgeable, calm affirmation, she is non
judgemental and professional.’

‘PE has been an excellent edition to my daughters and my life.’

‘I have absolute confidence in my parent educator and feel confident that no question is silly.
M is obviously interested in L and I really appreciate that.’

‘I let my son sleep with me and suckle whenever he was hungry. I was getting really tired
during the day because he was keeping me awake with his moving and eating. My PE told
me how to get him to sleep in his cot. On the first night he cried for 45 minutes when I put
him in his cot. He woke during the night and I checked him but I left him there. On the
second night he only cried for 10 minutes. Ever since he settles himself with no problems
and sleeps right through the night. I should have done this ages ago. My PE gave me the
courage to get through this.’

The best features are the educators/staff. (PE) has such a warm friendly nature. Vary
compassionate and encouraging.

Our educator is fantastic. My son really enjoys it when she comes.

(PE) she’s fab! So much knowledge, really helpful and always appropriate. BIG GOLD STAR

(PE) her approach makes asking questions and getting involved fun.

The educator! You can ask anything and (PE) will answer with a thoughtful non-judgemental

‘A solo Mum living with her elderly parents had been in a dilemma over finances when their

rent went up 30%. I referred them to WINZ who gave them a small subsidy to help pay for
some of the increase. They were still struggling so when I saw an advert in the paper for a
house to rent which was in the rent range they could afford, I took the paper to them and
they phoned and got first option. When they saw the house, they loved it and move in a
couple of week’s time. I just happened to be the person on the spot at the right time with the
right information.’

‘Join PAFT. The parent educators are very helpful, they give information relevant to your
child’s development.’


Initial Training
During this six month period, thirteen parent educators attended Āhuru Mōwai and Born to
Learn Initial Training. All the participants reported that they found the content of the five day
training to be relevant and interesting and that they were very motivated to use the skills and
content gained.

Comments from participant evaluations completed at Initial Training:

‘Well planned curriculum, fun activities. Tutors great – all bring different strengths with
knowledge, people, skills and fun ideas.’

‘I will have more information to pass on to families and will feel more confident in delivering
the programme.’

‘I really liked the way it was delivered in a relaxed way in chunks. It made it easy to learn.’

‘I will find ways to incorporate the neuroscience information into visits.’

‘This professional development gave me tools, information and support to feel more
confident in my new job. It made me know that this job is what I want to do.’

Parent educators who attended the Initial Training expressed a satisfaction rate of 100%.

Ongoing Training
From 31 March to 4 April 2008, 117 parent educators attended the National Parents as First
Teachers Ongoing Training. During the five days, participants listened to three keynote
addresses and attended a number of workshops.

Keynote Addresses:
Belinda Woodman
Pale Sauni – Dancing With the Stars – Who Cares?
Dr Simon Rowley – The First Three Years

Hands on Drumming – Mabeth Ciurans
Te Mahere Kaupapa Māori – Min Vette
SKIP – Lorraine Tarrant, Vicky Ellison, Kim Chamberlain
Cultural Birthing – Ester Laban, Rosetta Iupeli, Nila Lemisio
He Pito Mata – Pania Papa
Every Child is an Artist – Pennie Brownlee
Truly Extraordinary Leadership – Joanne Allen
SPELD – Bernardine Reid
Working with Pasifika Families – Pale Sauni
Working with Harakeke (Flax) – Jean Weke
Teen Parenting – Anna Witten – Sage
Music making with Whanau – Kataraina Pipi
Active Movement – Jenny Dravitzki
Well – Being - a choice of activities, including aqua jogging, walking, Tai chi,

Comments from Biannual Reports on how the PAFT Ongoing Training added value to the
delivery of the PAFT programme:

‘Diversity of cultural and social issues and practices enhanced non – judgemental views and
awareness – eg Cultural Birthing, Teen Parenting.’

‘In our area we work with a number of families who live with the effects of dyslexia for one or
both parents. The parents often request information on how to recognise and help lessen the
effects of dyslexia in their children. The session by SPELD provided helpful insight into this
topic and has allowed us to pass information on to parents about support available and
activities they can do with their children from an early age.’

‘I enjoyed the SKIP workshop incorporating Te Whāriki, different monthly visits and SKIP
brochures was helpful as it gave me more ideas in extension of play and more strategies for

‘Āhuru Mōwai; This is a good tool to encourage our whānau to start from grass roots and
know their whakapapa – where they fit into their iwi, hapu, which marae they belong to, who
their whanaunga are.’

‘The biggest light bulb moment was Te Mahere Kaupapa Māori and how to implement it and
the value of resources around us. As a team we have begun and will continue regular
sessions to discuss topics, plan activities and make resources.’

‘Promotion of music to impact on language development, specifically the use of drums.’

‘I have been able to share information on Cultural Birthing with some of my Pasifika families.
This has led to a greater understanding for me of their culture.’

Pennie Brownlee remains inspirational for refocusing on the child’s viewpoint of the world
and for relevant art information for parents.

‘The ‘hands on’ parts of the training I at first considered to be just good fun, for example the
music components. However I found I have been using a lot of the spontaneous fun aspects
of what I learned into several monthly activities: composing songs, using percussion
instruments and incorporating fathers’ voices into lullabies. Parents have responded

‘The Teen Parenting session imparted beneficial strategies for working alongside teen
parents. It gave an understanding of relating to current trends and changes in values and

‘The training was encouraging and motivating. Educators reported high calibre speakers.
There was very practical input too with hands on workshops and in particular the drumming
had an impact. Brain development was appreciated. Time was taken at monthly meetings to
report back on sessions and their value, for the educator who had been unable to attend.
Educators found that this was effective as revision.’

Parent educators who attended the National PAFT Ongoing Training expressed a
satisfaction rate of 100%.

Immunisations and health checks
PAFT parents are given reminders for immunisation and Well Child health checks by their
parent educators.
Existing data shows New Zealand’s immunisation rate is low compared with other OECD
countries. At present the immunisation rate is as low as 60 percent in some areas of the
country. National rates indicated below are from the Immunisation Advisory Centre, 2005.

A PAFT logic model short-term outcome is that children will have an increased immunisation
Evidence that PAFT is achieving this outcome is shown in the following chart. PAFT families
are reporting a higher immunisation rate than the national figure, regardless of ethnicity,
while also steadily increasing each year.

                           Reported immunisation rates of PAFT children




                  Jun-    Dec-    Jun-    Dec-     Jun-    Dec-     Jun-     Dec-   Jun-   Dec-   Jun-
                   03      03      04      04       05      05       06       06     07     07     08

                                 PAFT total rate                  PAFT Māori rate
                                 PAFT Pasifika rate               National total rate
                                 National Māori rate              National Pasifika rate

Please note, that immunisation records are not always checked directly by parent educators.

The following chart shows that PAFT families are reporting a high uptake of health checks,
which is steadily increasing each year.

                           Reported health check rates of PAFT children





                   Jun-   Dec-     Jun-     Dec-   Jun-    Dec-     Jun-     Dec-   Jun-   Dec-   Jun-
                    03     03       04       04     05      05       06       06     07     07     08

                                    Total          Māori          Pasifika

The following chart shows the reasons for PAFT children not being up to date with
immunisations in this reporting period.

                      PAFT family reasons for not being up to date with
                             immunsations this reporting period

            Chosen not to


The main reason for delayed immunisation is the child being sick, but reasons also include:
      parents being sick;
      families being hard to locate; and
      transient families.

As the reported immunisation rates increase, the reasons for families not being up to date
with immunisations decreases, as the chart below shows. The biggest decrease has been in
those not being up to date because of a delay.

                      PAFT family reasons for not being up to date with
                         immunisations December 2003 - June 2008
                            Delayed            Chosen not to         Alternative

                            Dec-03    Jun-04     Dec-04    Jun-05   Dec-05
                            Jun-06    Dec-06     Jun-07    Dec-07   Jun-08

Group meetings
Providers are contracted to offer a number of hours of group meetings to all families. In this
reporting period 412 hours of group meetings occurred. There were 179 group meetings,
and 1710 parents attended.

A short-term outcome from the PAFT logic model states that parents will display improved:
    Opportunities to interact with other parents;
    Awareness of and access to resources for information and support; and
    Reinforcement of personal visit benefits.

It also states that children will have increased:
      Opportunities for interaction with others outside the family (other caregivers and other
         children); and
      Opportunities for learning through event and group participation.

Although this opportunity for social contact, increasing knowledge of community resources
and access to specialist information is enjoyed by many, educators face a number of
challenges trying to boost attendance at group meetings. Lack of transport, other
commitments, non-availability of baby sitters, time and shyness are all factors that need to
be taken into account.

Providers set the group meeting topics for their families. The following table shows examples
of group meeting topics from this reporting period.

Behaviour Management                                  From Trash to Treasure
Easter – Bonnets, Bunnies and Budgets                 Respectful Relationships
Creative Play – Birth to 12mths                       Snots, Grots and Spots
Handprints                                            Baby Massage

Comment regarding group meetings, from a parent in a PAFT exit survey:

‘We got to meet other families from many different walks of life which gave us a better
understanding and appreciation of our own situation and circumstances.’

The PAFT logic model states that parent educators help connect families with community
resources, such as:
    Community activities, appropriate cultural groups, or general enrichment
    Health/mental health professionals, social service agencies; and
    Early intervention for children with developmental delays.

1678 referrals were made to other services or agencies by PAFT parent educators during
this reporting period. Referrals were for further support, assistance and specialist services,
in the three domains of health, education and social support.

The chart below shows the number of referrals to other services from PAFT between
December 2003 and June 2008.

                                   Referrals to other services from
                                  PAFT December 2003 - June 2008





                   Dec-   Jun-   Dec-   Jun-   Dec-    Jun-    Dec-     Jun-   Dec-   Jun-
                    03     04     04     05     05      06      06       07     07     08
                                          Referrals to other services

Referrals to early childhood education agencies made up 25% of all referrals during this
reporting period. Referrals were made to a variety of early childhood education services,
including Ngā Kohanga Reo, Playcentre, Playgroups, Kindergarten, Home-based care,
Hippy and Preschools. Many referrals are also made to music and movement, swimming,
preschool gym, toy libraries and public libraries.

Referrals to health and safety services made up 35% of all referrals. Some of these referrals
included: Ngati Porou Manaaki Tinana (pregnant mums nutrition and exercise programme),
Fire Station (smoke alarms), Sleep Matters, Allergy NZ, Plunket Pepe Group.

Referrals to social support services made up 31% of all referrals. Some of these included:
Support during court visit, District Council (rates, noise control, and resource consent
queries), Game On (parenting skills for Dads), Young Mums Group.

Another 8% were referred to various early intervention services, which included: Continence
Nurse, Musculoskeletal Clinic, Community Mental Health, Preschool Health Nurse (stranger

                         Other referrals to PAFT this reporting period

                                                                             Self Referral

                  27%                                                        Family / friends
                                                                             Over 4 Months


The chart below shows the number of other referrals to PAFT from December 2005 to June

                     Other referrals to PAFT December 2005 - June 2008
                   Self Referral      Family / friends     Over 4 Months         Special
                                                              referrals      circumstances
                      Dec-05       Jun-06   Dec-06       Jun-07    Dec-07   Jun-08

In order to help families to connect with community resources, parent educators are required
to make and maintain community links.

Connecting families to necessary resources is an essential role for the parent educator.
Being a regular visitor to the family, the parent educator is in an ideal situation to gauge
when a family may require help or a child some specialist attention.

The PAFT logic model states that families experience a wide range of needs and PAFT
alone cannot meet all the needs of families. Busy stressed parents with young children often
lack the knowledge, skills and time to find and access needed community resources.

As well as maintain links, parent educators must continue to make new links within the
community. This reporting period, parent educators indicated that they had made 183 new
community links across the country.

The following table shows examples of the new community links made by providers and
parent educators during the reporting period.

      Domain                      Organisation
      Health                      Baby Talk, Sleep Matters
                                  Outreach Nurses
                                  Eye Nurse, RID (Recovery from Depression)
                                  Violence Intervention Co-ordinator
                                  St Johns Ambulance.
      Education                   Early Years Hub
                                  Multicultural Playgroup
                                  Incredible Years
                                  Young Parents College
                                  Library Babytimes.
      Social support services     Settlement Support
                                  Legal Aid
                                  Strengthening Families
                                  Single Parent Group
                                  Warm Homes Trust
                                  Community Corrections.
      Other services              Childwise (Sleep Psychologist)

Early childhood education (ECE) participation
The PAFT logic model identifies several positive outcomes for parents and children from
early involvement in early childhood education:

      Parent will have increased connection with quality ECE services, school and
     community; and
      Child will have improved learning opportunities.

41% of families on the PAFT programme report that they are accessing an early childhood
education service.

The following charts show the number of PAFT families participating in ECE services, in
relation to the type of services they are accessing (Licensed and Chartered or Licence
Exempt), the number of hours they are attending, their age, and their ethnicity.

                                 Total PAFT families accessing ECE




                      0 - 5hrs          5 - 15hrs               >15hrs

                                  Licensed and Chartered                      Licence Exempt

                                     0-12mths       12-24mths      24-36mths

                                 PAFT Maori families accessing ECE
                      0 - 5hrs           5 - 15hrs              >15hrs

                                  Licensed and Chartered                      Licence Exempt

                                     0-12mths       12-24mths      24-36mths

                                PAFT Pasifika families accessing ECE
                     0 - 5hrs           5 - 15hrs           >15hrs

                                 Licensed and Chartered                       Licence Exempt

                                     0-12mths       12-24mths     24-36mths

Many parent educators access the assistance of Promoting Participation Project
coordinators from the Ministry of Education when supporting parents to choose ECE for their

A long-term outcome in the PAFT logic model is that parents will be more involved in ECE,
school and community, and will show improved involvement in their child’s education and
learning, support of child’s school attendance, and parent-teacher relationships.

Parents who are involved with PAFT often become keen on pursuing education as a career

The following pie graph shows the percentage of PAFT parents who are involved in the
management or support for an early childhood group.

                    Would you, or are you, involved in the management
                         or support for an early childhood group?

                                    Not answered



The graph below shows that of the PAFT parents involved in the management or support for
an early childhood group, 87% of those believe that it is a direct result of the confidence
gained from the PAFT programme.

                   Is your involvement a result of confidence gained from

                            No    Not answered
                           10%         3%


There were 1628.5 enrolments in PAFT during the reporting period.

The following chart shows the distribution types of these enrolments.

                                 Enrolments this reporting period
                            7%     3%


                  20%                                                 Self Referrals

                                                                      Transfers from
                                                                      other PAFT site
                                                                      From Family

Enrolments due to self referrals from families have increased slightly from the last reporting
period. This indicates that families are seeking out the service.

                                 Enrolments per reporting period
                                   December 2003 - June 2008
           1600                                                                   Dec-03

           1400                                                                   Jun-04
           1200                                                                   Dec-04
           1000                                                                   Jun-05
            200                                                                   Dec-06
              0                                                                   Jun-07
                    Referrals    Self Referrals    Transfers   From Family        Dec-07
                                                  from other      Start
                                                  PAFT site

Families can be enrolled in the PAFT programme pre-natally, or before the child is four
months old. After the age of four months, a referral needs to be approved by a Ministry of
Social Development, Family and Community Services contract manager for a family to enrol
in the programme.

Reasons for families not enrolling before their child is 4 months of age and thus needing an
over 4 month referral approval, include post natal depression, premature babies, teen
parents, mental health problems, family violence and drug abuse, disabilities, abuse and
neglect, lack of information or parenting support, cultural and social isolation.

There were 238 over four month referrals approved during this reporting period. The children
in these referrals were between 4 and 20 months old.

Families on the PAFT programme are from a diverse range of ethnicities and cultures. The
following chart shows the distribution of these families in relation to their identified ethnicity.
                           PAFT family ethnicities this reporting period




The chart below shows PAFT family ethnicities from June 2006 to June 2008. The number of
Pasifika and Asian families has remained constant, whereas the families of Other ethnicities
(which include Middle Eastern, Somali, and Jamaican families), has begun to increase.
                           PAFT family ethnicity June 2006 - June 2008





                        Pakeha         Māori        Pasifika    Asian        Other     Unknown
                                  Jun-06       Dec-06      Jun-07   Dec-07     Jun-08

The following pie graph shows the distribution of families who identify as Pasifika. PAFT
families identified as from other Pacific Islands include those from Tuvalu and Kiribati.
                           PAFT Pasifika families this reporting period
                                  5% 1%

                                                                45%           Cook Island
                  13%                                                         Tokelauan
                                                                              Other Pacific Island


The distribution of Pasifika families from June 2006 to June 2008 is shown below. There has
been an increase in the number of Niuean families during this time.
                            Pasifika families June 2006 - June 2008
                    Samoan Tongan        Cook       Niuean     Fijian   Tokelauan     Other
                                        Island                                       Pacific
                               Jun-06   Dec-06      Jun-07     Dec-07      Jun-08

The following pie graph shows the makeup of the reported income levels of the families on
the PAFT programme during this reporting period.
                           PAFT family income this reporting period


                    19%                                                     Below $20,000
                                                                            Over $50,000


The family income of PAFT families from June 2007 to June 2008 is shown below.
                           PAFT family income June 2007 - June 2008





                      Below     $20,000-     $25,000-    $35,000-        Over       Unknown
                     $20,000    $25,000      $35,000     $50,000        $50,000

                                           Jun-07    Dec-07    Jun-08

The following chart shows the age of PAFT mothers at the birth of their baby.
                           PAFT age of mothers this reporting period
                            10%                      18%

                                                                               Under 20yrs
                                                                               Over 35yrs

                                                              27%              Unknown

The age of PAFT mothers at the time of the birth of their baby from June 2007 to June 2008
is shown below.
                           PAFT age of mothers June 2007 - June 2008






                      Under 20yrs    20-25yrs      26-35yrs     Over 35yrs     Unknown

                                          Jun-07    Dec-07     Jun-08

The following chart shows the family structure of PAFT families.
                           PAFT family structure this reporting period

                      9%                                             Nuclear

                                                                     Single parent

                14%                                                  Extended with partner

                                                                     Extended without
                                                      68%            Unknown

The family structure of PAFT families from June 2007 to June 2008 is shown below.

                                    PAFT family structure June 2007 - June 2008
                                 Nuclear        Single parent         Extended            Extended          Unknown
                                                                     with partner          without
                                                           Jun-07        Dec-07         Jun-08

Family characteristics
The following chart shows the number of PAFT families with the range of characteristics
reported, from 2005 – 2007. The change in numbers of families in each of these criteria is to
be considered in the context of a national reduction in family numbers.

                                                     PAFT family characteristics






         Primary      Primary     Family lack   Rural family   Family lack      Family       Father     Fathers w ho Involved in Involved in
        caregiver    caregiver      phone                       transport      parenting participates in are primary Strengthening Family Group
        employed      studying                                                   alone    home visits caregivers         Family    Conferences

                Dec-03     Jun-04     Dec-04      Jun-05       Dec-05        Jun-06   Dec-06      Jun-07     Dec-07     Jun-08

The number of rural families enrolled on the PAFT programme has increased since the last
six month reporting period, and

There were 131 families with twins, and 2 families with triplets, participating in the
programme at the end of the reporting period.

Language is an important part of a child’s learning in the first three years. With New Zealand
being very multicultural it is not surprising that a number of our PAFT children are learning
more than one language. A comment from a PAFT provider report below:

‘A newly enrolled family are Chinese and speak mandarin at home. Grandparents who live
with them speak no English at all. Mum was very concerned about baby being able to learn

English. Going through the early handouts on language, and sharing with her about learning
more than one language reassured her. She has also taken up my suggestions to talk with
the grandparents about rhymes, songs and games they used when raising their children,
and to include these in what they do with baby. The whänau are very receptive to this and
appreciative of their culture being valued.’

Site specific recruitment criteria
In their contract, each PAFT provider negotiated site specific recruitment criteria based on
the demographic profile of their region.

The following chart shows the distribution of families enrolled from 2005 - 2007, according to
site specific recruitment criteria. The current reported numbers in each of the criteria are to
be considered in the context of a national reduction in family numbers.

                                      Site specific recruitment criteria 2005 - 2007









        Income <$25k   Mother <20yrs old Mother 20 - 25 yrs   Parenting alone    Parenting w ithout    Parents lacking   Parents lacking
                                                old                                a supportive       family/community      parenting
                                                                                      partner              support         know ledge

            Dec-03     Jun-04    Dec-04     Jun-05     Dec-05      Jun-06       Dec-06     Jun-07      Dec-07     Jun-08

The following pie graph shows the range and proportion of reasons for exits from the
programme during this reporting period.

                                    PAFT exit reasons this reporting period
                                     3% 3%
                                                                                           Completed the
                                                                                           Parent withdrew

                                                                                           Lost contact
                  16%                                                                      Shifted

                                                                                           Transferred to Family

The reasons for PAFT families exiting the programme from June 2006 to June 2008 are
shown below. The number of families who completed the programme and other reasons in
June 2006 was due to the re-tendering process during that time. Families who did not wish
to transfer to new providers either completed the programme early or were exited under

                           PAFT exit reasons June 2006 - June 2008
                   Completed Parent          Lost      Shifted   Transferred     Other
                       the   withdrew       contact               to Family
                   programme                                        Start
                                 Jun-06   Dec-06   Jun-07   Dec-07     Jun-08

The following chart shows PAFT exits from the programme due to parent withdrawal. Of the
19% of families who chose to withdraw early from the programme, 62% did so due to
parental work and study commitments.

                           Parent withdrawal this reporting period

                     7%                                          Withdrawn - work
                                                                 Withdrawn - don’t want
                                                                 change of PE
                                                                 Withdrawn - confident in
                                                                 Withdrawn- study
                                                                 Withdrawn - child in
                     15%                                         ECE

There were 15% who withdrew due to not wanting to change Parent Educator, which could
be due to a Parent Educator leaving, or an internal work reassignment of families. This could
be an indicator of the strength of the relationship that families form with their Parent
Educators due to being visited in their homes while on the PAFT programme.

The PAFT families who exit the programme due to parental withdrawal from December 2005
to June 2008 is shown below. The majority of families withdraw due to work commitments.

                          Parent withdrawal December 2005 - June 2008





                     Withdrawn - Withdrawn - Withdrawn - Withdrawn- Withdrawn -
                        work     don’t want  confident in  study    child in ECE
                    commitments change of PE parenting commitments
                           Dec-05   Jun-06   Dec-06    Jun-07   Dec-07   Jun-08

Satisfaction surveys
Satisfaction surveys are distributed by providers to families on their programme. Providers
are required to survey at least 10% of their families to submit with their biannual report.

721 surveys were received this reporting period and parents reported 99.1% satisfaction with
the programme.

Satisfaction levels of families on the PAFT programme have remained above 98% since the
first surveys were completed in February 1995.

Below are parent comments from satisfaction surveys explaining:

Would you tell others to join PAFT?
‘Yes definitely this program is beneficial to all new mums.’

‘Yes a push in the right direction from PAFT.’

‘Yes anything that improves parents ability is worthwhile.’

‘Yes every time I get a visit I feel like a better mum.’

‘Yes because it introduces you to a wide range of activities to do with your child which are
both educational to myself and my child, and fun, enjoyable.’

‘Yes, have already, it’s a great way to find out info about kids and meet other parents in town
because a lot of the time new mums and mums in general feel alone with nothing to do,
PAFT has meetings etc that encourage interactions with other parents.’

‘Yes definitely. It has been by far the most helpful thing I have got since being a parent. I feel
it is so important to know how we can help our children learn and develop.’

‘Yes! As a grandmother it is very educational for all age groups.’

Best features of PAFT.
‘The time they spend helping me to interact positively with my child & activities that are
suited to his age group that don’t cost anything.’

‘That as a parent you do not feel alone.’

‘The educators are great and have helped us more than we expected. Have given us more
confidence and help than any other organisation.’

‘I like talking to the PAFT lady each month. I like having activities/games/songs/toys to
do/make with my child. I like that it also makes my eldest child feel included – I feel
supported in my parenting!’

Exit surveys
Exit surveys are distributed to families who complete the programme.
Families are asked a range of questions about their time on the programme and how it has
helped them as parents.

270 surveys were received this reporting period, and parents reported 100% satisfaction with
the programme.

Below are parent comments from exit surveys explaining:

How useful did you find the written material?
‘I was able to understand my little boy's development through the written material.’

‘A great resource for baby number two.’

‘Able to read written material at leisure plus give to partner to read.’

‘It was like having a handy progress diary to see how far my child had come. It is something
she can look at when she is older.’

‘Very useful, commonsense advice that can be referred back to again and again.’

How appropriate did you find the ideas on play activities, books and toys for your
‘Simple ideas for play and learning that you may not think of yourself.’

‘I was blown away by how much stuff you could use to make homemade toys. Stuff we have
just lying around the place, how to make our own books using zip lock bags, cutting pictures
out of mags.’

‘My educator was great in ensuring I knew which toys were age appropriate if she saw my
daughter interested in something she would suggest toys and activities that maybe useful.’

‘Very thankful for the ideas and being able to make toys with things from around the house.’

This report contains a selection of information and stories provided by parent educators,
providers, and parents who are participating in the programme and those who have
completed the programme.

The mix of both qualitative and quantitative material shows that goals of increasing
knowledge, improving parenting practices, early detection of delays and health issues, and

participation in quality early childhood education are part of the achievements for this six
month period.

There is some evidence that the actions of parent educators working closely with families,
providing information, support, play ideas, and appropriate and timely referrals are
contributing to the prevention of child abuse and neglect and to increasing children’s
dispositions for learning.

‘Reminds me to stop at times and get on the floor and just play with my baby. Baby loves it!’

‘Yes, after having 4 children I have realised there’s always something to learn and every
child is different.’

                                 PAFT makes a difference!

Ma te whiri tahi, ka whakatutuki ai nga pumanawa a tangata.
        Together weaving the realisation of potential.

                                                         (Āhuru Mōwai)


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