The Mother-Child Home Program.

Autor/in	Levenstein, Phyllis
Titel	The Mother-Child Home Program.
Quelle	(1975), (43 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Affective Objectives; Cognitive Development; Cognitive Objectives; Communication Skills; Curriculum; Home Visits; Language Acquisition; Mothers; Parent Child Relationship; Preschool Children; Program Descriptions; Program Effectiveness; Program Evaluation; Toys + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kognitives Lernziel; Kommunikationsstil; Curricula; Lehrplan; Rahmenplan; Hausbesuch; Sprachaneignung; Spracherwerb; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Toy; Spielzeug
Abstract	This paper provides a description and evaluation of the Mother-Child Program (developed by the Verbal Interaction Project) for prevention of educational disadvantage. The program consists of 46 semi-weekly home visits by "Toy Demonstrators" in each of two seven month program years, following the local school calendar. Toy Demonstrators are former mother-participants who visit low-income mother-child dyads during the child's third and fourth years of age. The program has both cognitive and affective goals. They are: (1) to enhance the conceptual and language development of the child, along with the growth of his psychosocial competence, (2) to enhance the mother's parenting skills and self-esteem and (3) to strengthen the family as a whole in its socialization functions. The curriculum material is composed of 12 books and 11 toys which are carefully selected on well-defined criteria. The content of the cognitive curriculum includes sensory-motor skills, conceptual development, and language development. The affective curriculum is related to the child's socioemotional competence and to the mother's parenting skills. All components of the curriculum are designed to promote verbal interaction between mother and child, and family and child. Between 1967 and 1974 more than 300 children and their mothers participated in the program. About 20% received a one year version of the program and the rest had two full years. Results of the evaluation indicate that the program is accomplishing its short-term cognitive objectives. The affective instruments developed by the staff indicate that the program effects positive changes in the child's and in the mother's behavior. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC