The Home Instruction for Parents of Preschool Youngsters Program's Relationship with Mother and School Outcomes

Johnson, Ursula; Martinez-Cantu, Veronica; Jacobson, Arminta; Weir, Carla Marie

doi:10.1080/10409289.2011.596002

Cited by 18 publications

(12 citation statements)

References 13 publications

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“…Within-group analyses are often used to link home visit program implementation quality with later child outcomes, in order to demonstrate that parental use of program strategies is linked with positive child outcomes (Johnson, Martinez-Cantu, Jacobson, & Weir, 2012). However, such analyses are complicated by biases associated with the parenting and child characteristics that predict implementation quality.…”

Section: Discussionmentioning

confidence: 99%

Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention

Mathis

Bierman

2015

Early Childhood Research Quarterly

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200 preschool children in Head Start (55% girls; 20% Hispanic, 25% African-American, 55% European American; M age = 4.80 years old) participated in a randomized-controlled trial of a home visiting intervention designed to promote their emergent literacy skills (the Research-based Developmentally Informed parent [REDI-P] program). This study explored concurrent changes in levels of parent support and child literacy skills that occurred over the course of the intervention, and examined the impact of pre-intervention parent support and child literacy skills as potential moderators of parent and child outcomes. Cross-lagged structural equation models and follow-up analyses indicated that intervention had the strongest impact on child literacy skills when parents were high on support at the pre-intervention assessment. Conversely, the REDI-Parent program promoted the greatest gains in parent support when parents entered the program with low levels. These findings suggest that families may benefit from home visit school readiness interventions in different ways: child skill acquisition may be greatest when parents are initially high in support, whereas parenting may improve most when parents are initially low in support.

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Section: Discussionmentioning

confidence: 99%

Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention

Mathis

Bierman

2015

Early Childhood Research Quarterly

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“…Successful parent education programs often involve a significant investment of families' time and resources, with frequency of contact with parents related to positive outcomes (Grindal et al, ; Palm & Cooke, ). For example, the Home Instruction Program for Preschool Youngsters (HIPPY), which has demonstrated success in engaging parents in activities with their children that support school readiness (Johnson, Martinez‐Cantu, Jacobson, & Weir, ), implements a multifaceted curriculum across a 30‐week period using role‐play and hands‐on activities such as reading storybooks, playing games, and solving puzzles. Although a 50‐minute arts‐informed presentation may not replace such a comprehensive program, an arts‐informed approach might effectively supplement such programs, thus making a valuable contribution to the field of parent education.…”

Section: Benefits Of Using the Arts For Science Outreach And Parent Ementioning

confidence: 99%

Engaging Parents About the Importance of Play: The Impact of a Brief, Arts‐Informed Community Presentation

Rathunde

Isabella

2020

Family Relations

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Objective This study evaluated the effectiveness of an arts‐informed approach to parent education using a 50‐minute, arts‐informed parent education presentation that integrated the creative arts (e.g., film, photography, music, dance, and design). The focus of the arts‐informed program was to communicate more effectively about the importance of play for child and adult development. Background Arts‐informed or arts‐based educational approaches have been found useful for science outreach because of their potential to enhance affective engagement with information. This raises the question of whether arts‐informed methods could be used to engage and inform parents on research topics relevant for the family. Method The study used analysis of covariance and a pretest–posttest control group design (N = 97). Results One month after attending the arts‐informed presentation, parents of children in early childhood reported greater knowledge about play, support for play, and time spent playing with their child and that their children engaged in more free play. Parents also reported an increase in their amount of flow experience (i.e., states of enjoyable absorption), although they did not report changes in time spent engaging in leisure play. Conclusion These findings are discussed in terms of the utility of arts‐informed approaches for family researchers interested in science outreach and community engagement as well as using the arts to enhance parents' affective engagement with information about play.

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“…HIPPY has been operating for over five decades in 16 countries and has a strong research-base of published studies around the world (e.g. Baker et al , 1998; Barnett et al , 2012; Johnson et al , 2012; Kagitcibasi et al , 2001, 2009; Nievar et al , 2011; Van Tuijl et al , 2001; Van Tuijl and Leseman, 2004); yet the authors cite only unpublished studies even after they reviewed some of these published studies in their earlier reports (e.g. Johnson et al , 2012; Kagitcibasi et al , 2009).…”

Section: The “Bad”mentioning

confidence: 99%

Parent-based early childhood interventions do make a difference! A rebuttal to See and Gorard (2015a)

Goldstein

Vatalaro

Yair

2017

JCS

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Purpose The purpose of this paper is to refute See and Gorard’s paper published in this journal in 2015 which argues that parent-based interventions for school readiness are ineffective. Design/methodology/approach Methods and results from 107 studies that were cited in See and Gorard (2015a) and associated reports were reviewed. Evaluations were made based on comparing the original studies with the summaries of those studies in the publication. Findings In this rebuttal, the authors show how See and Gorard erred to correctly report methods, sample sizes, outcomes measured, and the actual results of prior research. Practical implications The authors suggest that See and Gorard do not provide solid evidence within their article to back up their claims about parent intervention programs. This rigorous review of See and Gorard’s primary sources reveals that the empirical evidence stands contrary to the claims being made. See and Gorard inaccurately reviewed publications which contradict their conclusions, and they relied on a vast amount of unpublished papers by students to support their claims. Originality/value The authors demonstrate how See and Gorard misapplied their own standards of evaluation; the authors claim that their source materials contradict the “finding” they purport to present; and the authors argue that they chose lesser known studies when more reputable ones were available.

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The Home Instruction for Parents of Preschool Youngsters Program's Relationship with Mother and School Outcomes

Cited by 18 publications

References 13 publications

Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention

Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention

Engaging Parents About the Importance of Play: The Impact of a Brief, Arts‐Informed Community Presentation

Parent-based early childhood interventions do make a difference! A rebuttal to See and Gorard (2015a)

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