Improving Parenting to Promote School Readiness: A Preliminary Evaluation of the Books Can…© Public Library Program

Abstract

The present study examines associations between parents’ involvement in an enhanced storytime program and parenting knowledge and efficacy for supporting their child’s socioemotional development and book reading. Books Can…^© was developed by a public library to teach parents important child development information and strategies for supporting their child’s socioemotional learning. Parents and their young children participated in a 6-week interactive program that included book reading, songs, interactive activities, and parenting tips. Parents (n =119) completed questionnaires both prior to and after participating in the program. Multilevel general linear models compared responses to survey items before and after the program, indicating significant increases in parent knowledge, attitudes, and reading behavior by the end of the program. This study provides preliminary support documenting the benefits of the Books Can…^© program. Moreover, results highlight public libraries and enhanced storytime programs as meaningful settings for promoting family involvement in children’s early learning.