Baby face qualitative Evaluation

Booths and advertisements
Five parent educators and three supervisors in eight sites mentioned holding booths or tables at 
school or tribal events, such as tribal functions, the library, community events, or school 
registration. A supervisor noted that public events were more effective in his/her community than 
door-to-door recruitment because, “When we go to visit families at home and ask them if they 
would like to enroll they don’t come to the door. It is a lot easier to reach them in public. . . . In 
public, a lot of people ask the same questions that they want to ask, too.” 

---

 
Baby FACE 
Wilder Research, January 2015 
 
Qualitative Evaluation 
14 
A less common strategy, mentioned as effective by four parent educators and three supervisors in 
seven sites, was publicizing the program via advertisements, flyers, and notices. They posted 
flyers, sent notices home with children, put advertisements in the newspaper, and did radio 
announcements.
Reasons parents participate
Though staff were not directly asked why parents joined the program, ten parent educators and 
four supervisors at 12 sites noted how they explained the program to potential participants, 
including the logistics of where and how the visits worked, the activities and content they would 
learn by participating, and how their children would benefit. Parents liked the facts that they 
would learn about child development, the time commitment was minimal (two hours per month), 
the scheduling was flexible, and the group events.
We had to keep telling them the benefits to the program - picking up good parenting skills; getting a 
book every visit. 
I talk about the learning experience. I bring the stem of grapes - it looks like the connections of the 
brain - and if you don’t work with your child, it is like the synapses dry up and break off. 
[Their children] will build literacy skills. By the time they enter kindergarten, they will be able to read 
some words and be able to associate the pictures with the print. That is one of the outcomes their 
children will be getting. As a parent, they will be able to know what developmental skills their child 
is acquiring, using the milestones.
I go over what the program is about. The home visits, the [group events], the screenings. And then 
the resources that are out there that they will be able to use and connect with. 
Having them understand what the program is about, showing them the lessons and the activities 
and the tools available to them 
I think that once they talked to our parent educators and found out what the incentives were. That 
we put the emphasis [on reading was] a huge incentive. And that they guide where we will meet, 
that empowers them.
Parents themselves (described below) reported joining the program because of the program model, 
including the support they would receive as parents and the benefits their child would receive.