Content area
This mixed methods study examined parent perceptions and awareness of early childhood education programs and resources within a small rural school district in Southeastern Pennsylvania. The purpose of this study was to explore how participation in a targeted informational presentation influenced parents’ understanding of early childhood development, program and resource availability, and their role in supporting learning from birth to age five. Grounded in Bronfenbrenner’s Ecological Systems Theory, Social Capital Theory, and Maslow’s Hierarchy of Needs, the study employed pre- and post-surveys, and a follow-up focus group to collect quantitative and qualitative data from thirty participants. Findings revealed statistically significant increases in parents’ knowledge of developmental milestones, familiarity with local early education programs, and perceived accessibility of community resources.The results demonstrate that brief, research-based informational interventions can effectively improve parental awareness and engagement, particularly in rural contexts where communication networks are limited. Implications for practice include expanding partnerships across early intervention, healthcare, and education systems to create coordinated “birth-to-five” pathways and strengthen the district’s role as a community hub for early learning. Recommendations for future research include longitudinal studies to examine the long-term effects of perception shifts on program participation and child development outcomes.