PROTOCOL: Home Based Child Development Interventions for Pre-School Children from Socially Disadvantaged Families

Autor/inn/en	Miller, Sarah; Eakin, Angela
Titel	PROTOCOL: Home Based Child Development Interventions for Pre-School Children from Socially Disadvantaged Families
Quelle	In: Campbell Systematic Reviews, 7 (2011) 1, (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1891-1803
DOI	10.1002/CL2.79
Schlagwörter	Economically Disadvantaged; Poverty; Early Intervention; Access to Education; Minority Group Children; One Parent Family; Child Development; Family Environment; Educational Resources; At Risk Persons; Parent Role; Preschool Children; Social Development; Emotional Development; Home Programs + Suchen Sie Ihr Suchwort? Armut; Education; Access; Bildung; Zugang; Bildungszugang; Single parent family; Ein-Eltern-Familie; Kindesentwicklung; Familienmilieu; Bildungsmittel; Risikogruppe; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung
Abstract	Social disadvantage is not simply a question of income poverty but is a combination of deprivation and social exclusion (Saunders 2006). Those living in poverty, lone parents (Saunders 2006) and minority ethnic groups (which is often confounded with poverty) are all at risk of social disadvantage (Bradley 2001a). Social disadvantage can have a significant impact on early child development, health and well being (Siddiqi 2007; Lucas 2008) and what happens during this critical period is important for all aspects of development (Thompson 2001). Access to resources (Evans 2004) and the quality of care giving (Olds 2006) and the home learning environment have been highlighted as crucial elements in the intellectual and social development of children (Thompson 2001; Waterston 2003: Siddiqi 2007; Sammons 2004; Bradley 2001a. Bradley 2001 b). The developmental deficits that may be experienced by children from socially disadvantaged backgrounds can have implications for their life course, including their social and cognitive functioning in adulthood (Najman 2004; Schoon 2003; Kaplan 2001). Parents have an important role to play in optimising child development and mitigating the negative effects of social disadvantage. As such, there is a need to examine the specific effects and benefits of interventions targeted at pre-school disadvantaged children that are delivered in the home and seek to provide parents with the requisite skills to achieve a nurturing and stimulating home environment that promotes child development, specifically their cognitive and socio-emotional development. This article describes the protocol that will be used to ascertain the effects of home-based programmes aimed at improving developmental outcomes for pre-school children from disadvantaged families. [For the full study, see ED535218.] (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01