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1.
Home visit quality was assessed in an Early Head Start program (N = 92 families) using measures developed in collaboration with program staff. Parent ratings were high, indicating “customer satisfaction” with home visiting. Home visitors rated their relationships with parents as having a feeling of partnership and their home visits as typically going well. Researcher observations of home visits were consistent with the program’s theory of change: Home visitors attempted to facilitate parent-child interaction, parents were engaged in home visit activities, home visitors interacted mostly with both parent and child together. Families perceived by staff as improving the most had home visitors observed by researchers as most effective at engaging parents and involving parent and child together. Families seen as “success” cases showed consistently high engagement in home visits; while “nonsuccess” cases showed consistently low home visitor facilitation of parent-child interaction. Through a collaborative partnership, assessments of home visits were used to guide both program improvement and research.  相似文献   

2.
Since 1965, Head Start has stood as a model, two-generational program for promoting developmental competencies among children living in socioeconomic disadvantage for the US and international communities. The cornerstone of Head Start is the promotion of caregivers’ involvement in their young children’s development and early learning. In accomplishing this ambitious goal, Head Start operates from a variety of programming options, one of which is home-based. The home-based Head Start program can occur alone or be combined with a classroom-based program. Relative to its classroom-based counterpart, the home-based program has received little empirical attention. To this end, this study explores the association of home visiting frequency to caregiver involvement as it occurs naturally in a combined Head Start program serving families in small urban communities. The interrelationships of child and family demographics to caregiver involvement as well as participation in the home-based program were also examined. Consistent with prior studies, two-parent families reported greater involvement in the children’s preschool education than other family structures. Additionally, home visiting frequency was higher for Hispanic families relative to African American and Caucasian families. Notably, home visiting frequency did not correspond with families’ report of their involvement with their child at home or preschool or their communication with classroom teachers. Although the exploratory nature of this study does not yield conclusions, it does call attention to the need to empirically investigate the development and integration of evidence-based caregiver involvement interventions in the home-based Head Start program.  相似文献   

3.
Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs.  相似文献   

4.
One strand of home visiting research investigates efficacy while another investigates under what conditions programs achieve outcomes. The current study follows the latter approach. Using a within-program design in a sample of 11 home-based sites in the Early Head Start Research and Evaluation study, this study found that three components of home visits (quantity of involvement including number of home visits, duration in the program, length of visits and intensity of service; quality of engagement including global ratings of engagement by staff and ratings of engagement during each home visit; and the extent to which home visits were child focused) represented distinguishable aspects of home visit services. Demographic variables predicted components of involvement, and home visit involvement components were differentially related to outcomes at 36 months, after controlling for demographic/family factors and earlier functioning on the same measure. Only one quantity of involvement variable (duration) predicted improvements in home language and literacy environments at 36 months. Quality of involvement variables were negative predictors of maternal depressive symptoms at 36 months. Finally, the proportion of time during the visit devoted to child-focused activities predicted children's cognitive and language development scores, parent HOME scores, and parental support for language and learning when children were 36 months of age. Implications for home visiting programs and policies are discussed.  相似文献   

5.
Home visitation programs: Critical Issues and Future Directions   总被引：1，自引：0，他引：1  
As support for intervening early in the lives of vulnerable children has risen in the United States in recent years, so has interest in home-visitation programs. Home visitation is increasingly recognized for its potential to foster early child development and competent parenting, as well as to reduce risk for child abuse and neglect and other poor outcomes for vulnerable families.This paper provides a discussion of several aspects of home-visitation programs that warrant further development and evaluation, including the powerful role of context in determining program outcomes, as well as the impact of other factors, including service dosage, levels of family engagement, and characteristics of home visitors. The importance of more accurately understanding and measuring risk and engaging family members beyond the mother-child dyad is also discussed. Recommendations are made for making improvements in all of these areas, in order to strengthen home-visitation programs and produce better outcomes for the children and families they serve. Aspects of Nurse Family Partnership and Early Head Start, two widely replicated and rigorously evaluated programs, are highlighted to demonstrate how the issues discussed here are likely to affect service delivery and program outcomes. The multiple challenges inherent in replicating and evaluating home-visitation programs that are truly responsive to the needs of a wide array of families with young children are examined. This discussion concludes with a call to expand and improve methods for evaluating these programs, and to view home visitation as a component of a comprehensive system of child and family supports, rather than as a stand-alone model of intervention.  相似文献   

6.
One‐quarter of the Head Start population has a mother who participated in the program as a child. This study uses experimental Head Start Impact Study (HSIS) data on 3‐ and 4‐year‐olds (N = 2,849) to describe multigenerational Head Start families and their program experiences. In sharp contrast to full‐sample HSIS findings, Head Start has large, positive impacts on cognitive and socioemotional development through third grade among the children of former participant mothers, including improved mathematics skills and reductions in withdrawn and aggressive behavior. Evidence suggests that differences in program impacts between single‐ and multigenerational Head Start families are driven largely by differences in family resources and home learning environments.  相似文献   

7.
OBJECTIVES: To assess the impact of a home visiting program in reducing malleable parental risk factors for child abuse in families of newborns identified, through population-based screening, as at-risk of child abuse. METHODS: This randomized trial focused on Healthy Start Program (HSP) sites operated by three community-based organizations on Oahu, HI, USA. From 11/94 to 12/95, 643 families were enrolled and randomly assigned to intervention and control groups. Mothers in both groups were interviewed annually for 3 years (88% follow-up each year) to measure mental health, substance use, and partner violence. HSP records were reviewed to measure home visiting services provided. Home visitors were surveyed annually to measure their perceived competence. RESULTS: Malleable parental risks for child abuse were common at baseline. There was no significant overall program effect on any risk or on at-risk mothers' desire for and use of community services to address risks. There was a significant reduction in one measure of poor mental health at one agency and a significant reduction in maternal problem alcohol use and repeated incidents of physical partner violence for families receiving > or =75% of visits called for in the model. Home visitors often failed to recognize parental risks and seldom linked families with community resources. HSP training programs were under-developed in preparing staff to address risks and to link families with community resources. CONCLUSIONS: Overall, the home visiting program did not reduce major risk factors for child abuse that made families eligible for service. Research is needed to develop and test strategies to improve home visiting effectiveness in reducing parental risks for child abuse.  相似文献   

8.
Research Findings: Research suggests that early care and education programs are most effective when they include strong components of family involvement. The Center for the Study of Social Policy recommended that early care and education programs build family-centered practices to strengthen families and reduce the incidence of child abuse and neglect. This article summarizes a statewide effort to implement this strategy, called Strengthening Families through Early Care and Education. We analyzed program self-assessments submitted by 186 early care and education programs. Analyses revealed that Head Start programs had better support systems in place for families than did “mainstream” (non–Head Start, non-accredited) early care and education programs. Results also showed that a small amount of state and local funding provided enough incentive for programs to improve their family-strengthening practices. Commitment and collaboration at the state level led to a sustainable impact by infusing “strengthening families” concepts into the early care and education field statewide.  相似文献   

9.
Much is known about how to provide safe environments for preschool children (3–5 years-of-age); however, many preschool children still experience preventable injuries—particularly children living in poverty. This study examined the use of an assessment tool used to identify children at risk for unintended injury in two large, federally funded Head Start programs during home visits. Families of preschool children in two multi-center Head Start programs (N = 499 and N = 228) were screened by teachers for risks related to safety in their home and parenting environment during mandatory Head Start home visits in the fall and spring. The safety screening tool was part of an established, broader interview assessment called the Family Map, which was designed to help Head Start programs meet mandatory performance standards related to the identification of risk and strengths in the family. Study results indicated that a large number of preschool children from low-income backgrounds were at risk for a variety of risks related to unintentional injury. Further, in some areas Head Start families increased their safety related parenting behaviors by the second assessment with different areas noted in the two programs. This study demonstrated that, beyond the use of the tool to identify families in need of intervention services, it can be used by childcare providers to effectively monitor family need and for program self-assessment.  相似文献   

10.
Early Head Start children may be more likely to exhibit difficulties with social-emotional functioning due to the high-risk environments in which they live. However, positive parenting may serve as a protective factor against the influence of risk on children's outcomes. The current study examines the effects of contextual and proximal risks on children's social-emotional outcomes and whether these effects are mediated by maternal sensitivity. One-hundred and fourteen low-income, high-risk mother-toddler dyads participated in this longitudinal study designed to examine the relationships between family risk, mothers’ sensitivity, and children's social-emotional functioning in Early Head Start families. Researchers conducted two 2.5-h home visits, approximately six months apart, during which they assessed mothers’ levels of family risk, maternal sensitivity, and their children's social-emotional functioning. A theoretically derived structural equation model was tested to examine the direct paths from family risk variables to children's social-emotional functioning and the indirect paths by way of the mediator variable, maternal sensitivity. Support was found for a model that identified maternal sensitivity as a mediator of the relationship between parenting stress and children's social-emotional functioning. Results have implications for providing services through Early Head Start programs that are aimed at alleviating parenting stress and enhancing maternal sensitivity.  相似文献   

11.
Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and multiple regression analyses were used to test the hypothesis that parental book-reading instructional style and emotional quality interact and relate to changes in children’s cognitive scores for culturally and linguistically diverse families. Results included that there were variations in how book-reading qualities interacted and related to changes in child cognitive scores for families whose primary home languages were either English or Spanish. Practice or Policy: The results of this study are discussed in conjunction with findings from a previous study published in this journal that examined concurrent relationships in the same sample of Early Head Start families. Combined, findings of these studies underscore a need to further explore potentially complex patterns of relationships among parental literacy behaviors and child knowledge, concurrently and across time, for culturally and linguistically diverse families. Better understanding these patterns could inform the development and implementation of culturally sensitive intervention approaches designed to support high-quality parent–child book reading.  相似文献   

12.
Research Findings: Using data from the Project on Human Development in Chicago Neighborhoods, this article relates neighborhood characteristics to the type of child care used in families with toddlers and preschoolers (N = 1,121; representative of children in Chicago in 1996–1998). Neighborhood structural disadvantage was assessed via U.S. Census data, and neighborhood processes (i.e., density of social networks, collective efficacy, and level of participation in neighborhood organizations) were accessed with a community survey. Child care decisions (i.e., whether they chose care in centers; child care homes by non-relative, by relatives, and exclusively by parents) and the quality of center child care (Early Childhood Environment Rating Scale–Revised) were assessed in a longitudinal sample. After controlling for family characteristics, various neighborhood characteristics were related to child care characteristics. In communities with denser social networks, children were less likely to experience care in child care homes by unrelated adults. Children were more likely to be in child care homes and less likely to cared for by parents exclusively or by relatives when collective efficacy was higher. Center care quality was lower in disadvantaged neighborhoods and higher for publicly funded programs. Further, neighborhood structural disadvantage was more negatively related to quality when mothers had less education. Practice or Policy: These findings provide further evidence that public programs such as Head Start and public pre-kindergarten programs may be especially important to ensure that children living in poverty in disadvantaged neighborhoods have access to the types of child care that promote school readiness.  相似文献   

13.
Research Findings: The objective of this study was to understand how two dimensions of parent–child book-reading quality—instructional and emotional—interact and relate to learning in a sample of low-income infants and toddlers. Participants included 81 parents and their children from Early Head Start programs in the rural Midwest. Correlation and multiple regression analyses were used to test the hypothesis that parental book-reading qualities interact and relate to children's concurrent cognitive and language scores. Exploratory analyses examined if patterns of relationships varied for families who had different home languages (i.e., English, Spanish). Results included that book-reading qualities and home language interacted to predict child scores. Practice or Policy: Findings suggest a need to further explore potentially complex patterns of relationships among parental book-reading behaviors and child learning for diverse families. Understanding these patterns could inform the development of culturally-sensitive intervention approaches designed to support high-quality shared book reading.  相似文献   

14.
Research Findings: Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers’ and parents’ ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed.  相似文献   

15.
Home visiting is a primary service delivery approach to promote young children’s development and support families. Early Intervention professionals are expected to partner with families to create effective learning experiences in the daily context of routine family life. Concerns about early childhood (special) educators’ readiness to take on this partnership role have been voiced, suggesting explicit learning opportunities are needed within preservice preparation programs. This study explored the impact of an introductory assignment analyzing a videotaped home visit on preservice Early Childhood Education/Early Childhood Special Education students’ learning about home visiting practices. Implications for scaffolding home visiting experiences in preservice preparation are discussed.  相似文献   

16.

Objective

As nurse home visiting to prevent child maltreatment grows in popularity with both program administrators and legislators, it is important to understand engagement in such programs in order to improve their community-wide effects. This report examines family demographic and infant health risk factors that predict engagement and follow-through in a universal home-based maltreatment prevention program for new mothers in Durham County, North Carolina.

Methods

Trained staff members attempted to schedule home visits for all new mothers during the birthing hospital stay, and then nurses completed scheduled visits three to five weeks later. Medical record data was used to identify family demographic and infant health risk factors for maltreatment. These variables were used to predict program engagement (scheduling a visit) and follow-through (completing a scheduled visit).

Results

Program staff members were successful in scheduling 78% of eligible families for a visit and completing 85% of scheduled visits. Overall, 66% of eligible families completed at least one visit. Structural equation modeling (SEM) analyses indicated that high demographic risk and low infant health risk were predictive of scheduling a visit. Both low demographic and infant health risk were predictive of visit completion.

Conclusions

Findings suggest that while higher demographic risk increases families’ initial engagement, it might also inhibit their follow-through. Additionally, parents of medically at-risk infants may be particularly difficult to engage in universal home visiting interventions. Implications for recruitment strategies of home visiting programs are discussed.  相似文献   

17.
ABSTRACT

Research Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings.  相似文献   

18.
Home visiting programs for families with young children have been in effect for many years; however, this is the first comprehensive meta-analytic effort to quantify the usefulness of home visits as a strategy for helping families across a range of outcomes. Sixty home visiting programs contributed data to analysis within 5 child and 5 parent outcome groups. Standardized effect sizes were computed for each end-of-treatment outcome measure, for each treatment versus control contrast. Weighted mean standardized effect sizes ranged from -.043 to.318; 6 of the 10 significantly differed from 0. No one program characteristic consistently affected effect sizes across outcome groups. The extent to which these findings have practical use for the field is discussed.  相似文献   

19.
The Recipe 4 Success preventive intervention targeted multiple factors critical to the health and well-being of toddlers living in poverty. This randomized controlled trial, which was embedded within Early Head Start home visits for 12 weeks, included 242 racially and ethnically diverse families (51% girls; toddler mean age = 2.58 years; data collected 2016–2019). Compared to parents in usual practice home visits, parents in Recipe 4 Success displayed greater sensitive scaffolding of toddlers' learning and more responsive food parenting practices (Cohen's d = .21–.30). Toddlers in Recipe 4 Success exhibited greater self-regulation and had healthier eating habits (Cohen's d = |.16–.35|). Results highlight the value of Recipe 4 Success in promoting parent and toddler behavior change that could have life-long benefits.  相似文献   

20.
Meeting Needs of Young Children at Risk for or Having a Disability   总被引：1，自引：0，他引：1  
Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing services to overcome these obstacles and by working in partnership with specialized early intervention programs to assure the families and children receive those services. Families (N = 3,001) enrolled in the Early Head Start (EHS) Research and Evaluation Project were randomly assigned to the program group (who received EHS services) or the control group in a rigorous, experimental design study in order to evaluate program impacts. All participating families were living in poverty, included a pregnant woman or a child below age 1, and were eligible for EHS. The majority of children enrolled in the EHS Research and Evaluation Project was identified as having at least one of a great variety of disability indicators (e.g., family received Part C services, child has been diagnosed as having asthma). There was a very small number of families, however, actually enrolled in Part C services. Enrollment in EHS was associated with children being less likely to have cognitive or language delays and their families being more likely to receive early intervention (Part C) services and have Individualized Family Service Plans (IFSPs) when they needed them.  相似文献   

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