[article] 
inJournal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.129-137

Titre :	Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Karen L. BIERMAN, Auteur ; Brenda S. HEINRICHS, Auteur ; Janet A. WELSH, Auteur ; Robert L. NIX, Auteur ; Scott D. GEST, Auteur
Année de publication :	2017
Article en page(s) :	p.129-137
Langues :	Anglais (eng)
Mots-clés :	Early intervention  evidence-based programming  longitudinal follow-up
Index. décimale :	PER Périodiques
Résumé :	Background Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school. Methods In an effort to improve the benefits for low-income children, the REDI program enriched Head Start preschool classrooms (study one) and home visits (study two) with evidence-based programming, documenting positive intervention effects in two randomized trials. In this study, REDI participants were followed longitudinally, to evaluate the sustained impact of the classroom and home-visiting enrichments 3 years later, when children were in second grade. The combined sample included 556 children (55% European American, 25% African American, 19% Latino; 49% male): 288 children received the classroom intervention, 105 children received the classroom intervention plus the home-visiting intervention, and 173 children received usual practice Head Start. Results The classroom intervention led to sustained benefits in social-emotional skills, improving second grade classroom participation, student–teacher relationships, social competence, and peer relations. The coordinated home-visiting intervention produced additional benefits in child mental health (perceived social competence and peer relations) and cognitive skills (reading skills, academic performance). Significant effects ranged from 25% to 48% of a standard deviation, representing important effects of small to moderate magnitude relative to usual practice Head Start. Conclusions Preschool classroom and home-visiting programs for low-income children can be improved with the use of evidence-based programming, reducing disparities and promoting complementary benefits that sustain in elementary school.
En ligne :	http://dx.doi.org/10.1111/jcpp.12618
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299

[article] Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children [Texte imprimé et/ou numérique] / Karen L. BIERMAN, Auteur ; Brenda S. HEINRICHS, Auteur ; Janet A. WELSH, Auteur ; Robert L. NIX, Auteur ; Scott D. GEST, Auteur . - 2017 . - p.129-137.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.129-137

Mots-clés :	Early intervention  evidence-based programming  longitudinal follow-up
Index. décimale :	PER Périodiques
Résumé :	Background Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school. Methods In an effort to improve the benefits for low-income children, the REDI program enriched Head Start preschool classrooms (study one) and home visits (study two) with evidence-based programming, documenting positive intervention effects in two randomized trials. In this study, REDI participants were followed longitudinally, to evaluate the sustained impact of the classroom and home-visiting enrichments 3 years later, when children were in second grade. The combined sample included 556 children (55% European American, 25% African American, 19% Latino; 49% male): 288 children received the classroom intervention, 105 children received the classroom intervention plus the home-visiting intervention, and 173 children received usual practice Head Start. Results The classroom intervention led to sustained benefits in social-emotional skills, improving second grade classroom participation, student–teacher relationships, social competence, and peer relations. The coordinated home-visiting intervention produced additional benefits in child mental health (perceived social competence and peer relations) and cognitive skills (reading skills, academic performance). Significant effects ranged from 25% to 48% of a standard deviation, representing important effects of small to moderate magnitude relative to usual practice Head Start. Conclusions Preschool classroom and home-visiting programs for low-income children can be improved with the use of evidence-based programming, reducing disparities and promoting complementary benefits that sustain in elementary school.
En ligne :	http://dx.doi.org/10.1111/jcpp.12618
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299