The Skills of Mothering: A Study of Parent Child Development Centers

Andrews, Susan R.

doi:10.2307/1165919

Cited by 82 publications

(22 citation statements)

References 36 publications

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“…By randomly assigning children to groups at the beginning of the experiment, the need for complex statistical manipulations at the end of the experiment is largely eliminated. Even though many people have suggested that the use of experimental/control groups is impossible in early intervention research, such designs have been successfully used by many researchers (see, for example, Andrews, Blumenthal, Johnson, Kahn, Ferguson, Lasater, Malone, & Wallace, 1982;Gordon, 1969;Gray & Klaus, 1970;Ramey & Haskins, 1981;and Williams & Scarr, 1971). Particularly in those cases where the number of children in need of services far exceeds the capacity of the service agency to provide services (an almost ubiquitous occurrence, if one is to believe funding requests to state legislators and federal offices), or in those cases where alternative treatment programs are being considered (e.g., half-day vs. full-day programs), random assignment to treatment/no treatment groups or to alternative treatment groups is both feasible and advantageous.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Special Education Early Childhood Projects Approved by the Joint Dissemination Review Panel

White

Mastropieri

Casto

1984

Journal of the Division for Early Childhood

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Twenty-one early intervention projects, which have been approved by the Joint Dissemination Review Panel for national dissemination, were analyzed to determine their characteristics and the strengths and weaknesses of their research designs, as well as to draw conclusions about the efficacy of early intervention. It was found that early intervention projects approved by the Joint Dissemination Review Panel are consistent with prevailing notions that intervention programs should involve parents, should start as early as possible, and should utilize structured intervention programs. It was also concluded that these intervention programs had made substantial contributions to the field in terms of demonstrating the feasibility of early intervention, developing and disseminating curriculum materials and assessment instruments, and providing methods of intervention. Due to the frequency of serious methodological weaknesses, however, one can conclude little about the efficacy of early intervention from these project reports. Suggestions are made for improving future early intervention efficacy research.

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Section: Discussionmentioning

confidence: 99%

An Analysis of Special Education Early Childhood Projects Approved by the Joint Dissemination Review Panel

White

Mastropieri

Casto

1984

Journal of the Division for Early Childhood

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“…In two projects, low-income women were hired and trained to provide child care and infant stimulation. Controlled follow-up evaluations of these projects have suggested positive developmental outcomes for the children whose mothers participated in these programmes relative to mothers in control conditions (Andrews et al, 1982;Field et al, 1980).…”

Section: Access To Valued Resourcesmentioning

confidence: 99%

The role of power and control in children's lives: an ecological analysis of pathways toward wellness, resilience and problems

Prilleltensky

Nelson

Peirson

2001

Community & Applied Soc Psy

192

137

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The literature on powerlessness, empowerment and control tends to be adult-centric and psychocentric. It is adult-centric in that most studies deal with the experience of powerlessness in adults or interpret children's realities from an adult point of view. At the same time, the literature is quite psycho-centric in that it focuses on the emotional and cognitive dimensions of powerlessness, to the relative neglect of social and political power. The purpose of this article is to redress these biases and elucidate the role of power and control in pathways toward health, resilience and problems in children's lives. We de®ne wellness as a satisfactory state of affairs, brought about by the acquisition and development of material and psychological resources, participation and selfdetermination, competence and self-ef®cacy. Power and control are de®ned as opportunities afforded by social, community, and family environments to develop these three dimensions of health and wellness. We highlight basic research which describes pathways toward wellness, resilience, and problems in life, as well as applied research on promising interventions to improve children's health and wellness. This literature is interpreted in terms of our conceptual framework that links power/control and wellness through the three dimensions that we have proposed.

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“…A few programmes have concentrated on work with parents in order to foster the cognitive development of children from low income families. Thus, Parent Child Development Centers (PCDC) in the U.S.A. provided a wide-ranging curriculum for mothers, including information on child rearing; teaching on home management and family support combined with preschool education for the children: the families started attending when the children were infants and stopped when they reached 3 years of age (Andrews, Blumenthal, Johnson, Kahn, Fergusson, Lasater, Malone & Wallace, 1982). There was random assignment to experimental and control groups, and multiple methods of outcome evaluation.…”

Section: Family Intervention Studiesmentioning

confidence: 99%

Family and School Influences on Cognitive Development

Rutter¹

1985

Child Psychology Psychiatry

200

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Family and school influences on cognitive development are reviewed in terms of the empirical research findings on (i) variations within the ordinary environment; (ii) family intervention studies; (iii) the effects of abnormal environments; (iv) extreme environmental conditions; (v) variations within the ordinary school environment; and (vi) preschool and school intervention studies. It is concluded that environmental effects on IQ are relatively modest within the normal range of environments, but that the effects of markedly disadvantageous circumstances are very substantial. Cognitive development is influenced both by direct effects on cognition and by indirect effects through alterations in self-concept, aspirations, attitudes to learning and styles of interaction with other people.

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The Skills of Mothering: A Study of Parent Child Development Centers

Cited by 82 publications

References 36 publications

An Analysis of Special Education Early Childhood Projects Approved by the Joint Dissemination Review Panel

An Analysis of Special Education Early Childhood Projects Approved by the Joint Dissemination Review Panel

The role of power and control in children's lives: an ecological analysis of pathways toward wellness, resilience and problems

Family and School Influences on Cognitive Development

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