Effects of a two-generation preschool programme on receptive language skill in low-income Canadian children
We evaluated the effectiveness of a two-generation preschool programme (centre-based early childhood education, parenting education and family support) on receptive language skills in children living in culturally diverse families with low income. Using a with-in subject pre-test/post-test design, c...
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| Published in | Early child development and care Vol. 181; no. 3; pp. 397 - 412 |
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| Main Authors | , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Routledge
01.04.2011
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| Online Access | Get full text |
| ISSN | 0300-4430 1476-8275 |
| DOI | 10.1080/03004430903424579 |
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| Abstract | We evaluated the effectiveness of a two-generation preschool programme (centre-based early childhood education, parenting education and family support) on receptive language skills in children living in culturally diverse families with low income. Using a with-in subject pre-test/post-test design, children (N = 112) showed a statistically significant improvement in receptive language skill as measured by the Peabody Picture Vocabulary Test, Third Edition. At post-test, the children continued to score below typically developing children of the same age. There were no statistically significant differences on receptive language skill with regard to child gender, culture, caregiver education, nor involvement in child welfare services. Only for children of Aboriginal ancestry (n = 40) was the amount of time spent in the programme significantly correlated with the amount of positive change in receptive language skill. When designing early intervention programmes for families with low income, targeting the specific needs of cultural sub-groups may improve outcomes. |
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| AbstractList | We evaluated the effectiveness of a two-generation preschool programme (centre-based early childhood education, parenting education and family support) on receptive language skills in children living in culturally diverse families with low income. Using a with-in subject pre-test/post-test design, children (N = 112) showed a statistically significant improvement in receptive language skill as measured by the Peabody Picture Vocabulary Test, Third Edition. At post-test, the children continued to score below typically developing children of the same age. There were no statistically significant differences on receptive language skill with regard to child gender, culture, caregiver education, nor involvement in child welfare services. Only for children of Aboriginal ancestry (n = 40) was the amount of time spent in the programme significantly correlated with the amount of positive change in receptive language skill. When designing early intervention programmes for families with low income, targeting the specific needs of cultural sub-groups may improve outcomes. Adapted from the source document. We evaluated the effectiveness of a two-generation preschool programme (centre-based early childhood education, parenting education and family support) on receptive language skills in children living in culturally diverse families with low income. Using a with-in subject pre-test/post-test design, children (N = 112) showed a statistically significant improvement in receptive language skill as measured by the Peabody Picture Vocabulary Test, Third Edition. At post-test, the children continued to score below typically developing children of the same age. There were no statistically significant differences on receptive language skill with regard to child gender, culture, caregiver education, nor involvement in child welfare services. Only for children of Aboriginal ancestry (n = 40) was the amount of time spent in the programme significantly correlated with the amount of positive change in receptive language skill. When designing early intervention programmes for families with low income, targeting the specific needs of cultural sub-groups may improve outcomes. We evaluated the effectiveness of a two-generation preschool programme (centre-based early childhood education, parenting education and family support) on receptive language skills in children living in culturally diverse families with low income. Using a with-in subject pre-test/post-test design, children (N = 112) showed a statistically significant improvement in receptive language skill as measured by the Peabody Picture Vocabulary Test, Third Edition. At post-test, the children continued to score below typically developing children of the same age. There were no statistically significant differences on receptive language skill with regard to child gender, culture, caregiver education, nor involvement in child welfare services. Only for children of Aboriginal ancestry (n = 40) was the amount of time spent in the programme significantly correlated with the amount of positive change in receptive language skill. When designing early intervention programmes for families with low income, targeting the specific needs of cultural sub-groups may improve outcomes. (Contains 1 figure and 3 tables.) We evaluated the effectiveness of a two-generation preschool programme (centre-based early childhood education, parenting education and family support) on receptive language skills in children living in culturally diverse families with low income. Using a with-in subject pre-test/post-test design, children (N = 112) showed a statistically significant improvement in receptive language skill as measured by the Peabody Picture Vocabulary Test, Third Edition. At post-test, the children continued to score below typically developing children of the same age. There were no statistically significant differences on receptive language skill with regard to child gender, culture, caregiver education, nor involvement in child welfare services. Only for children of Aboriginal ancestry (n = 40) was the amount of time spent in the programme significantly correlated with the amount of positive change in receptive language skill. When designing early intervention programmes for families with low income, targeting the specific needs of cultural sub-groups may improve outcomes. Adapted from the source document |
| Audience | Preschool Education Early Childhood Education |
| Author | Donnelly, Carlene Keown, Leslie-Anne Tough, Suzanne Mychasiuk, Richelle Nagan, Kimberly Edwards, Nancy Benzies, Karen |
| Author_xml | – sequence: 1 givenname: Karen surname: Benzies fullname: Benzies, Karen email: benzies@ucalgary.ca organization: Faculty of Nursing , University of Calgary – sequence: 2 givenname: Nancy surname: Edwards fullname: Edwards, Nancy organization: School of Nursing and Department of Epidemiology and Community Medicine , University of Ottawa – sequence: 3 givenname: Suzanne surname: Tough fullname: Tough, Suzanne organization: Department of Pediatrics & Community Health Sciences , University of Calgary – sequence: 4 givenname: Kimberly surname: Nagan fullname: Nagan, Kimberly organization: MIPH , University of Calgary – sequence: 5 givenname: Richelle surname: Mychasiuk fullname: Mychasiuk, Richelle organization: MFS , University of Calgary – sequence: 6 givenname: Leslie-Anne surname: Keown fullname: Keown, Leslie-Anne organization: Department of Sociology , University of Calgary – sequence: 7 givenname: Carlene surname: Donnelly fullname: Donnelly, Carlene organization: Calgary Urban Project Society |
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| Cites_doi | 10.1037/0033-295X.101.4.568 10.1111/j.1747-7379.2001.tb00055.x 10.2105/AJPH.92.2.220 10.1037/0012-1649.41.6.872 10.1016/S0140-6736(02)11602-3 10.1207/S15326918CS0401_1 10.1207/S15326888CHC3002_4 10.1111/1467-8624.t01-1-00511 10.1044/0161-1461.3104.340 10.1037/0022-0663.93.4.686 10.1016/S0749-3797(02)00655-4 10.1016/S0272-7358(97)00043-3 10.2307/1602368 10.2307/146372 10.1080/14417040500055086 10.1111/1467-8624.00133 10.1177/15257401030240030301 10.1007/BF03404006 10.1111/1467-8624.t01-1-00510 10.7249/MG341 10.1007/s00406-005-0624-4 10.1016/j.dr.2004.10.001 10.1044/0161-1461.3001.75 10.1037/0012-1649.31.5.851 10.1598/RRQ.37.4.4 10.1044/1092-4388(2003/044) 10.1044/1092-4388(2002/093) 10.1111/j.1747-7379.2005.tb00261.x 10.1016/j.dr.2005.11.002 10.1097/00004703-200302000-00014 10.1097/00001163-200501000-00003 10.1136/bmj.39126.620799.55 10.1111/0022-4537.00230 |
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| SubjectTerms | Children cross-cultural comparison Cultural Differences Cultural Pluralism Early Childhood Education Early Intervention Early intervention programmes Education Families family Family Programs intervention studies language Language Change Language Culture Relationship Language Skills Language Tests Low Income Groups Peabody Picture Vocabulary Test poverty preschool Preschool Children Preschool Education Preschool Evaluation Preschools Pretests Posttests Program Effectiveness Program Evaluation Receptive Language Vocabulary Vocabulary Development |
| Title | Effects of a two-generation preschool programme on receptive language skill in low-income Canadian children |
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