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Helping Head Start parents promote their children's kindergarten adjustment: The Research-based Developmentally Informed Parent program

Resource Type: Reports & Papers
Author(s): Bierman, Karen L.; Welsh, Janet A.; Heinrichs, Brenda S.; Nix, Robert L.; Mathis, Erin T. B.;
Date Issued: November/December 2015
Description: Head Start enhances school readiness during preschool, but effects diminish after children transition into kindergarten. Designed to promote sustained gains, the Research-based Developmentally Informed (REDI) Parent program (REDI-P) provided home visits before and after the kindergarten transition, giving parents evidence-based learning games, interactive stories, and guided pretend play to use with their children. To evaluate impact, two hundred 4-year-old children in Head Start REDI classrooms were randomly assigned to REDI-P or a comparison condition (mail-home math games). Beyond the effects of the classroom program, REDI-P promoted significant improvements in child literacy skills, academic performance, self-directed learning, and social competence, demonstrating the utility of the approach in promoting gains in cognitive and social-emotional skills evident after the transition into kindergarten. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.)
Journal Title: Child Development
Volume Number: 86
Issue Number: 6
Page Range: 1877-1891
Topics: Children & Child Development > Child Development & School Readiness

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start

Programs, Interventions & Curricula > Interventions/Curricula
Country: United States
States: PENNSYLVANIA
ISSN: 0009-3920 Paper
1467-8624 Online
Peer Reviewed: yes
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