The Prenatal/Early Infancy Project.

Olds, David L.

doi:10.1037/10064-001

Cited by 26 publications

(10 citation statements)

References 24 publications

(29 reference statements)

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“…Changes were observed in psychosocial, learning, and physical health areas. The results are consistent with the literature on the effectiveness of home visit programs in both improving parent–child outcomes and in reducing home injuries (e.g., Bradley & Gilkey, 2002; Olds, 1988, 1990; Towner & Dowswell, 2002).…”

Section: Discussionsupporting

confidence: 89%

“…Early intervention could also help to prevent a downward spiral among at-risk families (MacLeod & Nelson, 2000). There are many successful examples of early intervention programs overseas, such as Family–Nurse Partnership, High/Scope Perry Preschool Program, and Head Start, with positive outcomes on child physical, cognitive, and psychosocial development (Lee, Brooks-Gunn, Schnur, & Liaw, 1990; Olds, 1988, 1990; Schweinhart & Weikart, 1990). However, these programs were conducted in Western societies and there are few studies on early intervention programs in Chinese societies.…”

Section: Importance Of Early Interventionmentioning

confidence: 99%

“…A recent meta-analysis of home visit programs found that such programs were effective in improving maternal behavior in low-income or at-risk families (Nievar et al, 2010). Specifically, for cognitive and psychosocial areas, various home visit programs for parents of preschool children, such as Family–Nurse Partnership (Olds, 1988, 1990), New Parents as Teachers (Pfannenstiel, 1989), and Home Instruction for Parents of Preschool Youngsters (Bradley & Gilkey, 2002) have been found to be effective in promoting child learning, behavior, and development, as well as improving parent–child interaction. In terms of physical health areas, home visit programs have also been found to be effective in reducing childhood injuries and abuse and health encounters (Hong Kong Childhood Injury Prevention and Research Association, 2002; Roberts, Kramer, & Suissa, 1996; Towner & Dowswell, 2002).…”

Section: Home Visit Programsmentioning

confidence: 99%

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Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families

Leung

Tsang

Heung

2013

Research on Social Work Practice

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Objectives: The study reported the pilot evaluation of the Healthy Start Home Visit Program for disadvantaged Chinese parents with preschool children, delivered by trained parent assistants. Home visiting was used to make services more accessible to disadvantaged families. Method: The participants included 21 parent–child dyads. Outcome measures included parent report, teacher report, and direct assessment of children. Results: Paired samples t-test results indicated significant increase in child cognitive measures, child school readiness, child oral health practices; decreases in child sedentary activities, child home injury, and hospital visits; decreases in parenting stress and child behavior problems and increases in social support. The parent assistants delivering the program reported significant decreases in child behavior problems and parenting stress from pretraining to posttraining and completion of home visits. Conclusion: There was promising evidence that the Healthy Start Home Visit Program was effective in addressing the needs of disadvantaged families with preschool children.

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Section: Discussionsupporting

confidence: 89%

Section: Importance Of Early Interventionmentioning

confidence: 99%

Section: Home Visit Programsmentioning

confidence: 99%

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Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families

Leung

Tsang

Heung

2013

Research on Social Work Practice

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“…Those with three or more identified risks were considered to be high risk and coded 1, all others 0. This definition is consistent with other early childhood studies exploring family risk levels (see Olds 1988;Reynolds 2000).…”

Section: Family Risk Index (Fri)mentioning

confidence: 52%

“…Although limited in number, previous moderation studies of small-scale model programs report that girls who participated in an early childhood intervention demonstrated higher achievement test scores than program boys but not by large amounts (Barnett 1995(Barnett , 1998). Olds's (1988) evaluation of a home-visiting program indicated that high-risk children (those with lower cognitive skills and from families that demonstrated poor parenting skills) benefited from the program more than participants at lower risk did (Sweet and Appelbaum 2004). In the Brookline Early Childhood Program, Pierson (1988) found that children of college graduates benefited more than children of non-college graduates.…”

Section: Characterising Social and Emotional Competencementioning

confidence: 96%

Early childhood intervention and early adolescent social and emotional competence: second-generation evaluation evidence from the Chicago Longitudinal Study

Niles

Reynolds²,

Roe‐Sepowitz

2008

Educational Research

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Background: To explore whether social or emotional outcomes for high-risk early adolescent youth that attended an established preventive intervention called the Chicago Child-Parent Center Preschool Program (CPC) are moderated by individual, family and program variations. Purpose: Two questions are addressed: (1) Do the effects of CPC preschool participation on early adolescent social and emotional competency vary by sex of child, family risk status, parent education and family structure? (2) Do estimated effects on early adolescent social and emotional competency vary by program length in the preschool and school-age components of the program? Programme description: Located in or close to elementary schools in the Chicago public school system, the CPC program provides educational and family-support services to children between the ages of 3 and 9 (preschool to 2nd or 3rd grade). Within a structure of comprehensive services similar to Head Start, the intervention emphasises the acquisition of basic skills in language arts and math through relatively structured but diverse learning experiences that include teacher-directed, whole-class instruction, small-group and individualised activities, and frequent field trips. Sample: Data for this investigation were drawn from the Chicago Longitudinal Study (CLS). The CLS follows a cohort of 1539 disadvantaged, minority children (93% African-American, 7% Latino or Other) who were born in 1980 and attended kindergarten programs within the Chicago Public School System in 1985/86. Out of the full sample of 1539, a subset of 989 children (64% of the sample) received preschool services from one of Chicago's 20 Child-Parent Center (CPC) programs. An additional set of 550 children (36% of the sample) did not attend CPC preschool and serve as a non-CPC comparison group. The study sample are 1378 primarily African-American youth who participated in the CLS and had scores for two or more identifiable social and emotional competency indicators by age 15. Design and methods: Follow-up of a non-randomised alternative intervention matched-group cohort at age 15 years. Differential effects were estimated using multiple regression. Program interaction terms (e.g., program 6 sex or program 6 parent high school graduate) were added to the basic regression model specification that already included the main effects of each variable included in the interaction. Results: Some 12% (or 11 of 92) of the interaction terms for social and emotional outcomes by age 15 were significant at the 0.01 or 0.05 level. The most frequently detected differential effects were for family risk level (high or low) and sex of child. Conclusions: Most children appear to benefit equally from participation in the CPC program. The prediction from ecological theory that children experiencing a large number of environmental risk factors (e.g., high family risk status and low

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Diversity in Caregiving Contexts

Fitzgerald¹,

Mann²,

Cabrera³

et al. 2003

Handbook of Psychology

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This chapter focuses on nonparental child care as an important factor in understanding the developmental context of infants in the United States. It begins with a discussion of systems theory as an organizing framework for understanding the role of child care in the lives of children and families. Several key empirical studies and evaluations of child care programs are highlighted (the NICHD Study of Early Child Care, the ACYF Study of Early Head Start, the Carolina Abecedarian Project, Parent‐Child Development Centers, and the Goteburg Child Care Study). These initiatives provide evidence of the positive effects of high‐quality supplemental care on early child development. The next section underscores the importance of considering mediating or moderating factors that influence outcomes in early child care research: infant temperament, the mother‐child relationship, and father involvement in child development. The chapter concludes with a discussion of issues of child care quality, cost, and policies.

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The Prenatal/Early Infancy Project.

Abstract: Throughout this chapter, we refer to parents (rather than mothers) because about 40% of the women were married at registration and a significant number of the unmarried women were living with the father of the baby. To the extent possible, the program focused on fathers as well as mothers.

Cited by 26 publications

References 24 publications

Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families

Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families

Early childhood intervention and early adolescent social and emotional competence: second-generation evaluation evidence from the Chicago Longitudinal Study

Diversity in Caregiving Contexts

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