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Two-generation preschool programme: immediate and 7-year-old outcomes for low-income children and their parents.
- Source :
- Child & Family Social Work; May2014, Vol. 19 Issue 2, p203-214, 12p
- Publication Year :
- 2014
-
Abstract
- Preschool children living in low-income families are at increased risk for poor outcomes; early intervention programmes mitigate these risks. While there is considerable evidence of the effectiveness of centre-based programmes in other jurisdictions, there is limited research about Canadian programmes, specifically programmes that include children and parents. The purpose of this study was to evaluate a single-site, two-generation preschool demonstration programme for low-income families in Canada. A single group, pre-test (programme intake) /post-test (programme exit) design with a 7-year-old follow-up was used. Between intake and exit, significant improvements in receptive language and global development were found among the children, and significant improvements in self-esteem, use of community resources, parenting stress and risk for child maltreatment were found among the parents. These positive improvements were sustained until the children were 7 years old. Public investment in two-generation preschool programmes may mitigate risks for suboptimal child development and improve parental psychosocial outcomes. [ABSTRACT FROM AUTHOR]
- Subjects :
- ANALYSIS of variance
CHILD development
CONFIDENCE intervals
ENGLISH as a foreign language
LANGUAGE acquisition
LONGITUDINAL method
MEDICAL care use
MEDICAL screening
PARENT-child relationships
SELF-esteem testing
SELF-perception
STATISTICS
STRESS management
DATA analysis
EARLY intervention (Education)
SOCIOECONOMIC factors
PRE-tests & post-tests
TRANSITIONAL programs (Education)
PARENTING education
EVALUATION of human services programs
DESCRIPTIVE statistics
Subjects
Details
- Language :
- English
- ISSN :
- 13567500
- Volume :
- 19
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Child & Family Social Work
- Publication Type :
- Academic Journal
- Accession number :
- 94576514
- Full Text :
- https://doi.org/10.1111/j.1365-2206.2012.00894.x