Findings from an Experimental Study of A Programme for Parents of Young Children

Early childhood development is strongly influenced by parenting practices, the family environment, and parental well-being. Parent education programs may provide an important means of strengthening these factors. This study aimed to examine changes in parenting practices, the family internal environment, and parental well-being following an eight-week parent education intervention for parents of young children. A quasi-experimental pre-test–post-test–follow-up design was used with 120 parents of children aged 2–3 years. Participants comprised an experimental group (n = 60) and a control group (n = 60), with 30 urban and 30 rural participants in each group. The eight-week intervention was informed by Knowles’ adult learning theory, Montessori’s concept of the Absorbent Mind, and Bronfenbrenner’s ecological systems theory. Parental outcomes were assessed using the 19-item Parenting and Family Adjustment Scales (PAFAS) at pre-test, post-test, and six-month follow-up. Data were analysed using descriptive statistics and mixed repeated-measures analysis of variance (ANOVA). The experimental group demonstrated positive changes in parenting practices, the family internal environment, and parental well-being in both urban and rural settings. Compared with the control group, the experimental group showed greater positive changes across all three domains. The mixed repeated-measures ANOVA indicated statistically significant main effects of time (p < .001) and group (p < .05), as well as a significant time × group interaction (p < .001), indicating that changes over time differed between the experimental and control groups. The findings suggest that participation in the eight-week parent education intervention was associated with more favorable changes in parenting practices, the family internal environment, and parental well-being among parents of children aged 2–3 years. The findings also highlight the importance of considering urban and rural contexts when designing and implementing parent education interventions in Mongolia.