Potential of ‘stacking’ early childhood interventions to reduce inequities in learning outcomes

2019 ◽  
Vol 73 (12) ◽  
pp. 1078-1086 ◽  
Author(s):  
Carly Molloy ◽  
Meredith O'Connor ◽  
Shuaijun Guo ◽  
Colleen Lin ◽  
Christopher Harrop ◽  
...  
Keyword(s):  
Early Childhood ◽  
Home Visiting ◽  
Child Outcomes ◽  
Cumulative Risk ◽  
Cumulative Effect ◽  
Early Years ◽  
Evidence Based ◽  
Children's Reading ◽  
Early Childhood Interventions ◽  
Children’S Reading

BackgroundEarly childhood interventions are critical for reducing child health and development inequities. While most research focuses on the efficacy of single interventions, combining multiple evidence-based strategies over the early years of a child’s life may yield greater impact. This study examined the association between exposure to a combination of five evidence-based services from 0 to 5 years on children’s reading at 8–9 years.MethodsData from the nationally representative birth cohort (n=5107) of the Longitudinal Study of Australian Children were utilised. Risk and exposure measures across five services from 0 to 5 years were assessed: antenatal care, nurse home-visiting, early childhood education and care, parenting programme and the early years of school. Children’s reading at 8–9 years was measured using a standardised direct assessment. Linear regression analyses examined the cumulative effect of five services on reading. Interaction terms were examined to determine if the relationship differed as a function of level of disadvantage.ResultsA cumulative benefit effect of participation in more services and a cumulative risk effect when exposed to more risks was found. Each additional service that the child attended was associated with an increase in reading scores (b=9.16, 95% CI=5.58 to 12.75). Conversely, each additional risk that the child was exposed to was associated with a decrease in reading skills (b=−14.03, 95% CI=−16.61 to −11.44). Effects were similar for disadvantaged and non-disadvantaged children.ConclusionThis study supports the potential value of ‘stacking’ early interventions across the early years of a child’s life to maximise impacts on child outcomes.

Examining Mothers’ Childhood Maltreatment History, Parental Reflective Functioning, and the Long-Term Effects of the Minding the Baby® Home Visiting Intervention

2021 ◽  
pp. 107755952199909
Author(s):  
Eileen M. Condon ◽  
Amalia Londono Tobon ◽  
Margaret L. Holland ◽  
Arietta Slade ◽  
Linda Mayes ◽  
...  
Keyword(s):  
Early Childhood ◽  
Childhood Maltreatment ◽  
Emotional Abuse ◽  
Home Visiting ◽  
Reflective Functioning ◽  
Mental States ◽  
Long Term Effects ◽  
Childhood Trauma Questionnaire ◽  
Parental Reflective Functioning ◽  
Early Childhood Interventions

Research is needed to better understand how childhood maltreatment history affects parental reflective capacities, and whether early childhood interventions help mitigate these effects. We examined associations between childhood maltreatment and current parenting (parental reflective functioning, parenting behaviors) among mothers who participated in a follow-up study ( N = 97) of the Minding the Baby® (MTB) randomized control trial. MTB is a home visiting program that aims to help mothers understand their child’s mental states (feelings, intentions, needs) by promoting parental reflective functioning. Mothers retrospectively reported childhood maltreatment using the Childhood Trauma Questionnaire. Endorsing a higher number of childhood maltreatment subtypes was associated with less supportive/engaged parenting and higher pre-mentalizing modes, or difficulty with appropriately reflecting on the child’s mental states. These relationships were not moderated by participation in the MTB intervention. However, exploratory analyses of individual maltreatment subtypes revealed that participation in MTB may mitigate the harmful effects of childhood emotional abuse on pre-mentalizing modes, specifically. Further research is needed to understand the mechanisms through which early childhood interventions may prevent intergenerational cycles of maltreatment.

scholarly journals Parents Role in Growing an Interest in Reading

2021 ◽  
Vol 9 (1) ◽  
pp. 30-36
Author(s):  
Siti Syifa Nuragung Prayiti ◽  
Dadang Danugiri
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Research Subjects ◽  
Childhood Education ◽  
Collection Data ◽  
Role Of Parents ◽  
Children's Reading ◽  
Reading Interest ◽  
Children’S Reading

This  research are aiming to describe how the role of parents in fostering children’s reading interest in Anggrek Early Childhood Education Adiarsa Timur and children’s reading interest in Anggrek Early Childhood Education Adiarsa Timur. This research uses a qualitative approach with a case study method. This research was conducted in Anggrek Early Childhood Education  Adiarsa Timur. The subject of the research is the source od information consisting of three parents of student, and the source of infomant consisting of one principal and one educator. Determination of research subjects using porposive sampling techniques. Research data obtained through observation, interviews, documentation studies, and triangulation. The research stages consist of orientation phase, exploration stage, and member check stage. Data analysis consists of data collection, data reduction, data display, and final conclusions. The result of research showed that parents have an important role as the first and foremost educator in fostering children’s interest in reading early on. The thing that parents can do at home is to give an example to children that reading is important, give special time to read together, and buy books that children love with reading materials that are appropriate to the age of the child. And the children’s interest in reading in Pre-school Anggrek Adiarsa Timur is very high, students in Anggrek Early Childhood Education Adiarsa Timur have a high sense of curiosity which makes them eager to learn to read. High interest needs support from several aspects such as learning resources, learning environment, dan learning facilities. Developed intererst will greatly influence behavior not only during the childhood period, but also afterwards, because it is very important for parents to foster children’s interest in reading early on.Keywords: The role of parents, Interest in reading, Early Childhood Education

scholarly journals STRATEGI PENGEMBANGAN KEMAMPUAN MEMBACA ANAK USIA 4-5 TAHUN MELALUI PERMAINAN ULAR TANGGA

2020 ◽  
Vol 2 (02) ◽  
pp. 14-18
Author(s):  
Ana Nur Hidayah
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Strategies ◽  
Reading Ability ◽  
Research Method ◽  
Reading Skills ◽  
Language Skills ◽  
Learning Through Play ◽  
Children's Reading ◽  
Children’S Reading

Abstract The problem faced in this study is the reading ability of children aged 4-5 years old is still low, it is caused by teachers who tend to use classical learning strategies when introducing letters or words. To develop the reading ability of children aged 4-5 years old must be adjusted to the characteristics of early childhood, namely learning through play. One form of game stimulation that is able to develop children's reading skills is the snake and ladder game, by using the snake and ladder game in learning, it is expected that children's reading ability of 4-5 years old will develop optimally. This research uses the action research method, while the research design used is in the form of a cycle that refers to the Kemmis and Mc Taggrat models with the following steps: 1) planning, 2) action, 3) observation, 4) reflection. In this study only reached the planner stage, namely making RRPM, RPPH and snake ladder games that have been modified by researchers to develop reading skills in children aged 4-5 years old, then the learning device is validated by experts and declared to meet practical aspects so that it is feasible to use to develop language skills of children aged 4-5 years old. The population in this study were children aged 4-5 years old at Dharma Wanita I Rowoharjo Nganjuk Kindergarten in 2019/2020, taking a sample of 18 children consisting of 11 boys and 7 girls

scholarly journals Home visitors and child health in England: advances and challenges

2011 ◽  
Vol 45 (spe2) ◽  
pp. 1810-1816 ◽  
Author(s):  
Sarah Cowley
Keyword(s):  
Child Health ◽  
Community Development ◽  
Service Provision ◽  
Home Visiting ◽  
Early Years ◽  
Evidence Based ◽  
Home Visitors ◽  
Nurse Family Partnership ◽  
Development Approach ◽  
And Child Health

There is increasing interest in the early years as a focus for reducing health inequalities as well as one that is important for the children themselves. This paper describes the introduction in England of Sure Start Local Programmes, which included home visiting within a community development approach, and an intensive home visiting programme, the Nurse-Family partnership, for disadvantaged teenage mothers. It reflects on changes and challenges in service provision to mothers and their pre-school children in England, explaining that a long tradition of home visiting was, paradoxically, reduced as attention focused on the newer initiatives. This is now being addressed, with attention to a range of evidence based programmes and a specific focus on heath visitor provision.

scholarly journals The Evidence Base for the Maternal, Infant, and Early Childhood Home Visiting Program Constructs

2018 ◽  
Vol 133 (3) ◽  
pp. 257-265 ◽  
Author(s):  
Sofia Campos ◽  
Julie M. Kapp ◽  
Eduardo J. Simoes
Keyword(s):  
Early Childhood ◽  
Preterm Birth ◽  
Performance Measures ◽  
Home Visiting ◽  
Evidence Base ◽  
Performance Measure ◽  
Evidence Based ◽  
Positive Outcomes ◽  
Childhood Home ◽  
Early Childhood Home Visiting

Objectives: The federal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program requires grantees to demonstrate program improvement as a condition of funding. The MIECHV program monitors grantee progress in federally mandated conceptual areas (ie, benchmarks) that are further subcategorized into related sub-areas or constructs (eg, breastfeeding). Each construct has an associated performance measure that helps MIECHV collect data on program implementation and performance. In 2016, MIECHV modified the constructs and associated performance measures required of grantees. Our objective was to identify whether the constructs were supported by the home visiting literature. Methods: We conducted an evaluation of one of the MIECHV program’s benchmarks (Benchmark 1: Maternal and Newborn Health) for alignment of the Benchmark 1 constructs (preterm birth, breastfeeding, depression screening, well-child visit, postpartum care, and tobacco cessation referrals) with home visiting evidence. In March 2016, we searched the Home Visiting Evidence of Effectiveness database for all publicly available articles on studies conducted in the United States to determine how well the study findings aligned with the MIECHV program constructs. Results: Of 59 articles reviewed, only 3 of the 6 MIECHV constructs—preterm birth, breastfeeding, and well-child visits—were supported by home visiting evidence. Conclusions: This evaluation highlights a limited evidence base for the MIECHV Benchmark 1 constructs and a need to clarify other criteria, beyond evidence, used to choose constructs and associated performance measures. One implication of not having evidence-based performance measures is a lack of confidence that the program will drive positive outcomes. If performance measures are not evidence based, it is difficult to attribute positive outcomes to the home visiting services.

scholarly journals PELATIHAN PEMBUATAN BONEKA JARI BERGAMBAR DALAM MENINGKATKAN KEMAMPUAN MEMBACA ANAK USIA DINI DI KECAMATAN V KOTO KAMPUNG DALAM KABUPATEN PADANG PARIAMAN

2018 ◽  
Vol 2 (2b) ◽  
pp. 1-11
Author(s):  
Rakimahwati Rakimahwati
Keyword(s):  
Early Childhood ◽  
Direct Practice ◽  
Initial Survey ◽  
Early Chilhood ◽  
Practice Methods ◽  
Children's Reading ◽  
Children’S Reading ◽  
Childhood Reading

ABSTRAK   Tujuan dari pelatihan ini adalah untuk mengenalkan media pembelajaran pada guru yaitu (1) Menciptakan media pembelajaran membaca yang menyenangkan untuk anak; (2) Guru memiliki keterampilan dalam merancang boneka jari bergambar sebagai media pembelajaran membaca anak usia dini. Subjek pelatihan ini adalah anak Taman Kanak-kanak Melati Kecamatan V Koto Kampung Dalam Kabupaten Padang Pariaman. Sasaran dari pelatihan ini adalah guru-guru PAUD baik formal maupun nonformal se-Kecamatan V Koto Kampung Dalam Kabupaten Padang Pariaman. Adapun mitra dalam kegiatan ini adalah IGTKI Kecamatan V Koto Kampung Dalam Kabupaten Padang Pariaman. Pelaksanaan pelatihan adalah survei awal untuk mendata peserta pelatihan, mengurus surat izin untuk melaksanakan pelatihan, membuat buku panduan pelatihan, pelaksanaan pelatihan. Metode yang digunakan adalah praktek langsung. Metode praktek langsung digunakan agar peserta pelatihan mampu menciptakan boneka jari bergambar dalam meningkatkan kemampuan membaca anak. Hasil yang diperoleh guru dapat menciptakan boneka jari bergambar dengan empat tema untuk pengenalan membaca anak usia dini.   Kata Kunci: Anak Usia Dini, Boneka jari bergambar, Membaca   ABSTRACT The purpose of this training is to introduce learning media to teachers (1) Creating a fun learning media for children; (2) The teacher has the skills in designing pictorial finger puppets as a medium for early childhood reading learning. The subjects of this training were children of TK Melati in V Koto Kampung Dalam Kabupaten Padang Pariaman. The target of this training is PAUD teachers both formal and non-formal in V Koto Kampung Dalam Kabupaten Padang Pariaman. The partners in this activity were IGTKI Kampung Dalam Kabupaten Padang Pariaman. The training is an initial survey to record trainees, manage permits to carry out training, create training manuals, conduct training. The method used is direct practice. Direct practice methods are used so that trainees are able to create illustrated finger puppets in improving children's reading skills.the result obtained by the teacher can create illustrated finger puppets with four themes for early chilhood reading.   Keyword: early childhood, picture finger puppets, ability to read

scholarly journals Delivering clinical evidence-based child–parent interventions for emotional development through a digital platform: A feasibility trial

2021 ◽  
pp. 135910452110415
Author(s):  
Emma Selby ◽  
Clare Allabyrne ◽  
Joseph R Keenan
Keyword(s):  
Mental Health ◽  
Parenting Styles ◽  
Emotional Development ◽  
Child Outcomes ◽  
Test Group ◽  
Early Years ◽  
Feasibility Trial ◽  
Control Group ◽  
Evidence Based ◽  
Traditional Group

As the prevalence of mental health conditions in childhood increases, there are growing concerns around the accessibility and scale of evidence-based support. However, barriers to referral, time commitment and engagement rates means recommended traditional group-based parenting programmes are unable to provide population level support at scale. The aim of this feasibility study was to establish whether a suite of purposively constructed animated films and digital resources could positively impact on parent and child outcomes in the early years. Families from a range of backgrounds ( n = 129) participated in a mixed method evaluation of the digital programme. After completing online surveys and interviews, the test group was given access to the Embers the Dragon platform for 8 weeks whilst the control group continued as usual. 98% of test group parents showed an improvement in parental response in relation to effective parenting styles. During qualitative interviews, child participants verbally recalled an increased range of emotions and coping strategies highlighted in the programme. Digital interventions can be used to support children’s emotional development independent of clinicians and may provide a solution to sustainable family psychoeducation, thereby fulfilling a preventative agenda and potentially lessening the future impact on Child and Adolescent Mental Health Services.

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