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A Brief Parent-Focused Intervention to Improve Preschoolers' Conversational Skills and School Readiness
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Leech, Kathryn; Wei, Ran; Harring, Jeffrey R.; Rowe, Meredith L. – Developmental Psychology, 2018
Preschool children's use of decontextualized language, or talk about abstract topics beyond the here-and-now, is predictive of their kindergarten readiness and is associated with the frequency of parents' own use of decontextualized language. Does a brief, parent-focused intervention conveying the importance of decontextualized language cause…
Descriptors: Intervention, Preschool Children, Interpersonal Communication, Communication Skills
Randomized Controlled Trial of a Book-Sharing Intervention in a Deprived South African Community: Effects on Carer-Infant Interactions, and Their Relation to Infant Cognitive and Socioemotional Outcome
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Murray, Lynne; De Pascalis, Leonardo; Tomlinson, Mark; Vally, Zahir; Dadomo, Harold; MacLachlan, Brenda; Woodward, Charlotte; Cooper, Peter J. – Journal of Child Psychology and Psychiatry, 2016
Background: Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, [Vally, Z., 2015]). Here, we investigated…
Descriptors: Randomized Controlled Trials, Foreign Countries, Low Income Groups, Parent Education
The Incredible Years Parent Program for Chinese Preschoolers with Developmental Disabilities
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Kong, Maureen Mo-yee; Au, Terry Kit-fong – Early Education and Development, 2018
Research Findings: The objective of this research was to evaluate the effectiveness of Incredible Years Basic Parent Training (IYPT Basic) in a community clinic setting in Hong Kong. IYPT Basic is a Western program developed to promote children's academic, social, and emotional regulation skills and to reduce conduct problems among typically…
Descriptors: Foreign Countries, Program Effectiveness, Parent Education, Child Development
Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program
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Bierman, Karen L.; Welsh, Janet A.; Heinrichs, Brenda S.; Nix, Robert L.; Mathis, Erin T. – Child Development, 2015
Head Start enhances school readiness during preschool, but effects diminish after children transition into kindergarten. Designed to promote sustained gains, the Research-based Developmentally Informed (REDI) Parent program (REDI-P) provided home visits before and after the kindergarten transition, giving parents evidence-based learning games,…
Descriptors: Early Intervention, Disadvantaged Youth, Kindergarten, At Risk Students