Building Early Relationships: A Review of Caregiver-Child Interaction Interventions for Use in Community-Based Early Childhood Programmes

Autor/inn/en	Vu, Jennifer A.; Hustedt, Jason T.; Pinder, Wendy M.; Han, Myae
Titel	Building Early Relationships: A Review of Caregiver-Child Interaction Interventions for Use in Community-Based Early Childhood Programmes
Quelle	In: Early Child Development and Care, 185 (2015) 1, S.138-154 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.908864
Schlagwörter	Caregivers; Caregiver Child Relationship; Interaction; Child Care Centers; Early Childhood Education; Young Children; Child Development; Behavior Change; Literature Reviews; At Risk Persons; Parent Child Relationship; Training; Workshops; Parenting Skills; Child Safety; Security (Psychology); Intervention; Play; Interpersonal Competence; Feedback (Response); Video Technology + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Interaktion; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Kindesentwicklung; Risikogruppe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausbildung; Lernwerkstatt; Schulung; Security; Psychology; Sicherheit; Spiel; Interpersonale Kompetenz
Abstract	Children's early relationships with their caregivers are important for later developmental outcomes, both proximally and distally, and enhanced caregiver-child relationships may promote positive outcomes at both the individual and family levels. In this article, we review six evidence-based caregiver-child interaction interventions that can be translated for use by staff in community-based early childhood programmes serving children between the ages of birth and five years. Early childhood programmes selecting a parenting intervention have opportunities to set priorities across a number of relevant criteria, ranging from the theoretical basis of the intervention to more practical issues such as the time commitment for families and staff requirements. To provide a starting point for such considerations, we compare the interventions' approaches and associated training requirements, summarise the evidence base for each intervention, and identify areas of divergence and common themes across the six selected interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10