Houston Parent-Child Development Center. Final Report.

Autor/inn/en	Johnson, Dale L.; und weitere
Institution	Houston Univ., TX. Dept. of Psychology.
Titel	Houston Parent-Child Development Center. Final Report.
Quelle	(1976), (197 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Child Rearing; Community Services; Cultural Influences; Home Programs; Intervention; Language Acquisition; Learning Activities; Low Income Groups; Measurement Instruments; Mexican Americans; Objectives; Parent Child Relationship; Parent Education; Parent Participation; Parent Role; Preschool Children; Program Descriptions; Program Evaluation; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Kindererziehung; Gemeindenahe Versorgung; Cultural influence; Kultureinfluss; Sprachaneignung; Spracherwerb; Lernaktivität; Hispanoamerikaner; Goal definition; Zielsetzung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Sozioökonomischer Faktor
Abstract	This final report describes the development and evaluation of a parent education program, the Houston Parent Child Development Center in Houston, Texas. Funded by the Office of Child Development the Houston Model was especially developed to meet the needs of low income Mexican American families with preschool children. Major components of the program consisted of home visits, language development, a Parent Advisory Council, family workshops, community services and an in-center program. Chapter I of the document covers the economic and educational backgrounds of the families, their access to resources such as health services and family values. Chapter II considers the research basis for parent education including parent role and parents' own expectations for their children. A third chapter discusses program goals for mothers, fathers and children. Chapter IV gives a description of the model in terms of family involvement, professional staffing, educational methods and the bilingual/bicultural aspects of the program. Chapter V is an overall program description. Chapter VI presents the evaluation strategy and design, Chapter VII the program evaluation itself. (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC