Sentences with phrase «included parents of preschool children»

In contrast, participants in Eisenhower et al.'s [15] research included parents of preschool children, limiting the generalisation of findings to parents of older school - age children with ASD.

Not exact matches

Its services include providing education to prevent child abuse, to support new parents in taking care of their children, preschool programs and kindergarten classes.

The nine national models that met the HHS evidence requirements as of October 2011 include Child FIRST, Early Head Start — Home Visiting (EHS — HV), Early Intervention Program for Adolescent Mothers (EIP), Family Check - Up, Healthy Families America (HFA), Healthy Steps, Home Instruction for Parents of Preschool Youngsters (HIPPY), Nurse - Family Partnership (NFP), and Parents as Teachers (PAT).

Those models include: Child FIRST, Early Head Start - Home Visiting, Early Intervention Program for Adolescent Mothers (EIP), Early Start (New Zealand), Family Check - Up, Healthy Families America (HFA), Healthy Steps, Home Instruction for Parents of Preschool Youngsters (HIPPY), Nurse Family Partnership (NFP), Oklahoma's Community - Based Family Resource and Support (CBFRS) Program, Parents as Teachers (PAT), Play and Learning Strategies (PALS) Infant6, and SafeCare Augmented.

Family Support highlights include: Each of the 12 grantees awarded in 2014 are implementing unique strategies to engage families, such as training parents to become leadership trainers for other parents and expanding a technology that allows children to send texts and photos to their parents while in preschool.

There are a number of parent support interventions that have been shown to improve behaviours in preschool - age children, including Helping the Noncompliant Child, the Incredible Years, Parent - Child Interaction Therapy, Triple P (Positive Parenting Proparent support interventions that have been shown to improve behaviours in preschool - age children, including Helping the Noncompliant Child, the Incredible Years, Parent - Child Interaction Therapy, Triple P (Positive Parenting ProParent - Child Interaction Therapy, Triple P (Positive Parenting Program).

In a related study published recently in the journal Child Abuse and Neglect, Valentino found that maltreating parents, many of whom had experienced childhood trauma, could successfully be taught to use more elaborative and emotion - rich reminiscing with their preschool - aged children, which has been linked to a children's subsequent cognitive abilities in a number of areas including memory, language and literacy development.

Now, a study by researchers from UCLA and the American Academy of Pediatrics shows that the factors influencing children's readiness for kindergarten include not only whether they attend preschool, but also their families» behaviors, attitudes and values — and that parents» expectations go a long way toward predicting children's success throughout their schooling.

Children's learning and development in the preschool years are influenced by a range of factors, including relationships with parents and caregivers, cognitive stimulation, adequate nutrition, health care, and safe supportive environments.

The much larger group of parents who are purchasing center - based care for four - year - olds, in contrast, includes many families who are voluntarily enrolling their child for less than a full - time preschool experience and have options for the care of their child for the rest of the week, including having a family member care for the child at home.

These include long - term research on Perry Preschool, the Abecedarian Project, and the Chicago Child - Parent Centers, as well as ongoing studies of the preschool programs in Tulsa and Boston and New Jersey's Abbott Preschool Program, amonPreschool, the Abecedarian Project, and the Chicago Child - Parent Centers, as well as ongoing studies of the preschool programs in Tulsa and Boston and New Jersey's Abbott Preschool Program, amonpreschool programs in Tulsa and Boston and New Jersey's Abbott Preschool Program, amonPreschool Program, among others.

Test scores reflect not just the quality of schools or their teachers, but all kinds of other factors in children's lives, including their home environment; whether they attended a good preschool; traumas they have experienced; and whether their parents read to them at night or hire tutors.

In addition to living in poverty, minority children face disadvantages that include living with one parent (as 65 percent of Black children do) and lacking access to preschool (as 53 percent of Hispanic children do).

Program evaluation has supported this multifaceted approach in multiple countries and settings.83 Analyses by Nobel Prize — winning economist James Heckman reveal that early prevention activities targeted toward disadvantaged children have high rates of economic returns, much higher than remediation efforts later in childhood or adult life.84 For example, the Perry Preschool Program showed an average rate of return of $ 8.74 for every dollar invested in early childhood education.85 Targeted interventions foster protective factors, including responsive, nurturing, cognitively stimulating, consistent, and stable parenting by either birth parents or other consistent adults.

In this article, we report on a large, nationally representative sample of Australian preschool children that, unusually, included BMI data for mothers, fathers, and children and parallel self - reported parenting data for both mothers and fathers.

In another evaluation of an early - intervention approach, parents of 51 preschool - aged children suspected of having an ASD participated in the Hanen More Than Words program either immediately or after a delay.15 Investigators» operationalization of «suspected ASD» included identification of language delay and concerns about social behavior by a pediatrician and / or a speech and language therapist, which resulted in inclusion of children without ASDs within the intervention and control groups.

Children of all ages, including preschool, elementary, middle school and high school, all seen to have their own level of difficulty for parents and care givers.

ECD programmes can take many forms, including promotion of good health and nutrition, support for safe and stimulating environments, protection from risks such as violence or abandonment, parenting support and early learning experiences, media, preschools and community groups.4 Poverty is the key underlying cause of poor child development; children living in poverty are exposed to many negative influences, including poor physical environments, inadequate nutrition, parental stress and insufficient cognitive stimulation.5 Undernutrition can influence brain development directly by affecting brain structure and function, or indirectly via poor physical or motor development, in addition to other pathways.6 — 8 Exposure to multiple co-occurring risks most likely contributes to greater disparities in developmental trajectories among children with differential exposure.9 — 12 This paper focuses on associations between specific aspects of children's physical environments — access to improved water and sanitation (W&S)-- and childhood development as measured by performance on a test of receptive language.

Long - term follow - up of selected early childhood interventions, including the High Scope / Perry Preschool Study, 13 the Brookline Early Education Project, 14 and the Chicago Child - Parent Center Program, 15 has demonstrated greater educational attainment, fewer arrests, and higher incomes into adulthood.

The present study expanded upon that literature by (1) including a clinical control group to determine the specific impact of externalizing problems, (2) focusing on preschool aged children, and (3) using a new measure to directly ascertain parents» perception of impact.

Many factors including maternal age and household composition, maternal and early childhood health, key elements of the home environment (family routines, parent - child interaction, parent aspirations), and experiences in preschool and early learning activities partially mediate SES gradients in US children's cognitive ability at kindergarten entry.

Teachers work in a variety of settings, including public schools, private child care centers, and targeted preschool programs such as Head Start.7 Public funds for child care typically include per - child rates that assume historically low wages for providers.8 In the private market, most parents can not afford higher fees, but current prices do not allow for needed wage increases, comprehensive benefits, and supports for professional development.9

A cost - benefit analysis of the Child - Parent Centers, a preschool program that provides services for low - income families beginning at age 3 and includes a school - age program extending into the third grade, concludes «that supporting children's transition to school through effective intervention deserves higher priority.»

The past 20 years has seen a steady increase in the estimated prevalence of autism spectrum disorder (ASD) in childhood and a recent UK estimate is 1.7 % with many preschool children receiving early diagnoses.1 Children with ASD often have associated difficulties including hyperactivity, anxiety, hypersensitivity to sounds and materials, sleeping difficulties, and emotional dysregulation.2 These behavioural problems present challenges for children receiving early diagnoses.1 Children with ASD often have associated difficulties including hyperactivity, anxiety, hypersensitivity to sounds and materials, sleeping difficulties, and emotional dysregulation.2 These behavioural problems present challenges for Children with ASD often have associated difficulties including hyperactivity, anxiety, hypersensitivity to sounds and materials, sleeping difficulties, and emotional dysregulation.2 These behavioural problems present challenges for parents.

Family Support highlights include: Each of the 12 grantees awarded in 2014 are implementing unique strategies to engage families, such as training parents to become leadership trainers for other parents and expanding a technology that allows children to send texts and photos to their parents while in preschool.

Measures utilized include the Child Behavior Checklist, Emotion Regulation Checklist (ERC), and the Behavior Rating Inventory of Executive Function — Preschool Parent Report (BRIEF - P).

The completely revised and updated edition includes: new information, based on research, about child temperament; new chapter on the hot topic of play as a means of strengthening parent - child relationship; new section on collaborative disciplining with preschool teachers; expanded section about depression and stress linked to parenting; new research findings about ADHD and its treatment.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study evaluated a group parenting program, Tuning in to Kids, which teaches emotion coaching skills to parents of preschool children.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study tested the efficacy of the Chicago Parent Program (CPP) utilizing data from two prevention randomized trials that were merged to compare its effects for African - American versus Latino parents and their preschool children for reducing behavior problems and increasing parenting skills.

Measures utilized include the Recognition of Emotion Concepts subtest from the Kusche Emotional Inventory (KEI), the Assessment of Children's Emotions Scales (ACES), the Denham Puppet Interview (DPI), the Day / Night task, Luria's tapping test, the Attention Sustained subtest from the Leiter - Revised Assessment Battery, the Challenging Situations Task (CST), Teacher - Report of Child: Preschool and Kindergarten Behavior Scales (PKBS), Parent - Report of Child: Head Start Competence Scale (HSCS), and the Peabody Picture Vocabulary Test - Third Edition (PPVT - III).

Models implemented in the state included Child First, Early Head Start, Family Check - Up, Healthy Families America, Home Instruction for Parents of Preschool Youngsters, Minding the Baby, Nurse - Family Partnership, and Parents as Teachers.

Longitudinal research indicates that young children who develop disruptive behaviour problems are at an elevated risk for a host of negative outcomes including chronic aggression and conduct problems, substance abuse, poor emotion regulation, school failure, peer problems and delinquency.4, 5 Early - appearing externalizing behaviours can disrupt relationships with parents and peers, initiating processes that can maintain or exacerbate children's behavioural problems.6 Therefore, very early intervention (e.g., in day care, preschool, or kindergarten) can be important in interrupting the potential path to chronic aggression in children who display aggressive behaviour or who are at risk for developing aggressive behaviour.

These include long - term research on Perry Preschool, the Abecedarian Project, and the Chicago Child - Parent Centers, as well as ongoing studies of the preschool programs in Tulsa and Boston and New Jersey's Abbott Preschool Program, amonPreschool, the Abecedarian Project, and the Chicago Child - Parent Centers, as well as ongoing studies of the preschool programs in Tulsa and Boston and New Jersey's Abbott Preschool Program, amonpreschool programs in Tulsa and Boston and New Jersey's Abbott Preschool Program, amonPreschool Program, among others.

Only a few studies, including two of our own, assess families during the preschool period and again after the child has entered elementary school.8, 12,13 The basic finding is of considerable consistency across the transition in terms of mothers», fathers», and children's characteristics; both mothers» and fathers» authoritative parenting style during the preschool period explains significant variance in children's academic achievement and externalizing or internalizing behaviour with peers two and three years later.

Recent reviews11, 12 have identified a number of PMT interventions that have a strong evidence base for improving conduct - problem behaviour in preschool - age children, including Helping the Noncompliant Child, 24 the Incredible Years, 25 Parent - Child Interaction Therapy, 26 Parent Management Training - Oregon, 27 and Triple P (Positive Parenting Program).28

The ECBG program includes a wide variety of early childhood programs for children from birth to 5 years old and their parents (home visiting, parenting education, preschool programs) that aim to improve children's school readiness and other outcomes, support at - risk families, and provide quality early childhood services.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behavchild development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behavchild effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behavChild Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaParent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaparent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

These include the Child Study, a multi-site longitudinal randomized controlled trial of the Friends of the Children professional youth mentoring program; the Relief Nursery Study, a randomized controlled trial of a multimodal therapeutic preschool program for at risk children and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementaryChildren professional youth mentoring program; the Relief Nursery Study, a randomized controlled trial of a multimodal therapeutic preschool program for at risk children and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementarychildren and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary sParent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary sparent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary school.

Parent - training programmes have been shown to be successful in improving a range of outcomes including maternal psychosocial health32 and emotional and behavioural adjustment in children under 3 years of age.33 In the UK, the Sure Start project was launched in 1999 targeting preschool children and their families, in disadvantaged areas, with a number of interventions including good quality play, learning and child care.34 Recent evidence suggests that enrolled families showed less negative parenting and provided a better home - learning environment.35 The findings presented in this paper suggest that successful parenting interventions may improve the transfer of cognitive skills between generations thereby protecting disadvantaged families from unintentionally placing their children at risk of being on a path of continual negativity.