A Description and Evaluation of an Educational Intervention Program in a Pediatric Clinic.

Autor/inn/en	Morris, Anne G.; Glick, Joseph
Titel	A Description and Evaluation of an Educational Intervention Program in a Pediatric Clinic.
Quelle	(1977), (105 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Teachers; Blacks; Disadvantaged Youth; Early Childhood Education; Health Facilities; Intelligence; Intervention; Parent Child Relationship; Parent Education; Preschool Children; Program Descriptions; Program Effectiveness; Program Evaluation; Research; Spanish Americans + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gesundheitszentrum; Intelligenz; Klugheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Forschung
Abstract	This study of a parent education program associated with a medical facility investigated two questions: (1) Was the medical facility a valid site for recruiting and training parents for an educational intervention program to be carried out at home? (2) Would a short term intervention program have an impact on the performance of preschool children from low income backgrounds? Aimed at Hispanic and Black parents of children aged 20-39 months, the program was instituted in 2 sites: a well baby clinic in a university hospital and a community child health station, a unit of the New York City Department of Health. The program was conducted in 12 sessions bi-monthly by bilingual playroom assistants in the pediatric clinic playroom. Parents were taught (in individual sessions) to use educational toys with their children. Children (n = 518) were matched on age, sex and ethnicity and randomly assigned to an early or late treatment group. Pre- and post-tests of intelligence were conducted. Children in the treated early group showed a significant gain in performance in comparison with the untreated late group. A subsequent comparison of pre- and post-training IQ scores for children from both groups showed that their performance improved significantly as a result of training. No ethnic differences were found in the Program Completed Sample ( n = 147). While many questions about the appropriate use of medical facilities for educational interventions remained unanswered, the program did have a positive impact on the performance of low income preschool children. The program was seen to encourage mothers to include teaching as a part of caregiving. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01