ABSTRACT

The inspiration to study supporting of interaction between a parent and a child in a parent-child group came from an earlier project. The project explored the effects of activity sessions on the interaction between a parent and a child in a parent-child group? However, the activity sessions only play a small part in supporting the interaction in a parent-child group.

In this thesis facilitators of parent-child groups were interviewed to find out how they feel they can support the interaction between a parent and a child by means of planned activity. They were also inquired what kind of tools and barriers they have in supporting the interaction between a parent and a child in a parent-child group.

The thesis is a qualitative study that was carried out by interviewing five facilitators who work in parent-child groups. The thematic interviews were recorded and transcribed. The data were analyzed with inductive content analysis.

By pre-planning the activity, the facilitators felt that they can plan the activity session and the setting so that they support interaction between a parent and a child. Flexibility in planning the activity session is important, so that the facilitator can modify the activities according to the needs of each group.

Three key ways of supporting the interaction emerged from the interviews, i.e. planning the activity so that it will support interaction; the example set by the facilitator and the other parents; and listening and conversation. As challenges the facilitators mentioned the resources, e.g. the small premises, and the nature of the open groups. The idea of an open group makes it hard to plan and focus the activity to specific families