Baby face qualitative Evaluation

 
Baby FACE 
Wilder Research, January 2015 
 
Qualitative Evaluation 
24 
The biggest challenge is having the families allow me to come in when there was a change in PEs. 
I have a fair bit of trouble in them just allowing me access when you are starting out a new 
relationship. 
Parents as Teachers curriculum 
Successes 
Well designed, comprehensive, and easy to use 
The parent educators were asked about the Parents as Teachers curriculum. Seventeen parent 
educators found it easy to use, detailed, and comprehensive.
It is a no brainer. Everything I need is in the curriculum. 
To me, it is a bible, very detailed, very well-laid out. 
The structure and formatting to follow. Even if you have other things you throw in, you still have the 
structure to follow. You may branch out a little, but you have the plan, the format. That is very 
beneficial. 
Adaptable
Most parent educators also found the curriculum adaptable to individualize content for families 
and/or adding or adapting materials for their culture.
Seven parent educators noted how they adapted or added to the curriculum to support Native 
teachings or language. They translated the activities in the curriculum into their native language, 
especially colors, numbers, and body parts, or added additional activities that were culturally 
appropriate.
What we did was make some activities similar to activities in the curriculum. We made a block with 
colors and the [Native] language on it, and you role model that. We have had our language people 
translate a couple of books into [Native language]. 
I do implement our culture, the [Native] language. Like with the body parts, I put them in English 
and [Native language]. I had the parents do [the activities] in both languages. 
One family was working with the child, learning the Native language. I told the mother we could 
adapt it so that we do certain things in [the Native language]. One day, we just met at the corral. 
We had the child look at the cattle. Mom asked the child how many were in there, and their color, 
and we counted in [the Native language] and did the color in Navajo and English. That is what we 
did. The child was actually communicating with me in [the Native language], and I was 
communicating with her. I also brought books written in [the Native language]. I had to reach out 
and get resources in [the Native language], and the mom really liked that. And now the child is 
fluent in [the Native language] and can communicate with the grandmother. You have to do things 
like that to make it more comfortable for the mom.

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