Longitudinal IQ Outcomes of the Mother-Child Home Program

Effect of parents' play routines on imaginative play in their developmentally delayed preschoolers

“…In addition to affecting children's play, parent-child play programming also modified the opinions and actions of the parents tutored in the play routines (Bee et al, 1975;Madden et al, 1976). In this regard, parents who were tutored to use play routines with their children in imaginative play had significantly more positive opinions and beliefs than untutored parents about the usefulness of play as a tool to assist development and learning in home settings.…”

“…Several researchers have studied the effects of the parent and child on each other during play interactions (e.g., Cohen & Tomlinson-Keasey, 1968;Cox & Campbell, 1968;Eckerman, Whatley, & Kutz, 1975;Vandell, 1979), and several have investigated training parents systematically in home settings as their youngster's most important teacher (e.g., Madden, Levenstein, & Levenstein, 1976;Schaefer, 1972).…”

“…Because parents have the earliest, greatest, and longest influence on their children, training parents to work directly with their youngsters in the home is important (Madden et al, 1976;Schaefer, 1972). Education and involvement of the parents maximizes the potential for teaching and learning in a number of ways.…”

Handbook of Intellectual and Developmental Disabilities

“…Direct Engagement of the Child: Early intervention programs that work directly with the child to alter their daily learning experiences have been shown to have the greatest impact than those that focus on more indirect methods of services, including parent training or home visiting programs only. Certainly, an important component of the service must be parent intervention in which the parent is encouraged to promote their child's development and offered training on how to best do that; however, this cannot be the sole nor the primary method for imparting the services (Casto & Lewis, 1984;Madden, Levenstein, & Levenstein, 1976;Scarr & McCartney, 1988;Wasik et al, 1990). These findings are true for programs working with economically disadvantaged children, biologically vulnerable children, and for high-risk children with both environmental and biological risk conditions.…”

Historical shifts and underlying themes in ideas about rearing young children in the United States: Where have we been? Where are we going?

“…Kessen et al, 1976;Klaus and Kennell, 1976;Madden et al, 1976). As we turned the corner to the 1980s, Federal support of infant and parent education programs declined, as did people's efforts, illustrating yet one more theme in the American history-overly optimistic enthusiasm and unreasonably high expectations, followed by hasty evaluations of short-term effects and abandonment of half-tried strategies.…”