• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Pediatrics >EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial
【24h】

EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial

机译：在学校进行EHLS：早期家庭学习研究的学龄随访，随机对照试验

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Targeted interventions during early childhood can assist families in providing strong foundations that promote children’s health and wellbeing across the life course. There is growing recognition that longer follow-up times are necessary to assess intervention outcomes, as effects may change as children develop. The Early Home Learning Study, or ‘EHLS’, comprised two cluster randomized controlled superiority trials of a brief parenting intervention, smalltalk, aimed at supporting parents to strengthen the early childhood home learning environment of infants (6–12?months) or toddlers (12–36?months). Results showed sustained improvements in parent-child interactions and the home environment at the 32?week follow-up for the toddler but not the infant trial. The current study will therefore follow up the EHLS toddler cohort to primary school age, with the aim of addressing a gap in literature concerning long-term effects of early childhood interventions focused on improving school readiness and later developmental outcomes. ‘EHLS at School’ is a school-aged follow-up study of the toddler cluster randomized controlled trial (n?=?1226). Data will be collected by parent-, child- and teacher-report questionnaires, recorded observations of parent-child interactions, and direct child assessment when children are aged 7.5?years old. Data linkage will provide additional data on child health and academic functioning at ages 5, 8 and 10?years. Child outcomes will be compared for families allocated to standard/usual care (control) versus those allocated to the smalltalk program (group program only or group program with additional home coaching). Findings from The Early Home Learning Study provided evidence of the benefits of the smalltalk intervention delivered via facilitated playgroups for parents of toddlers. The EHLS at School Study aims to examine the long-term outcomes of this initiative to determine whether improvements in the quality of the parent-child relationship persist over time and translate into benefits for children’s social, academic and behavioral skills that last into the school years. 8 September 2011; ACTRN12611000965909 (for the original EHLS)
机译：在儿童早期进行有针对性的干预可以帮助家庭提供坚实的基础，从而在整个生命过程中促进儿童的健康和福祉。人们越来越认识到，评估干预效果需要更长的随访时间，因为随着孩子的成长，其效果可能会发生变化。早期家庭学习研究（简称“ EHLS”）包括两项简短的育儿干预（小谈话）随机分组的优等试验，旨在支持父母加强婴幼儿（6-12个月）或幼儿的早期家庭学习环境（ 12–36个月）。结果显示，在32周的随访中，对于幼儿（而非婴儿试验），亲子互动和家庭环境有了持续改善。因此，本研究将随访EHLS幼儿队列到小学年龄，目的是解决有关早期儿童干预对改善入学准备和后期发展成果的长期影响的文献空白。 “在学校的EHLS”是对学龄儿童集群随机对照试验（n？=？1226）的学龄随访研究。数据将通过家长，孩子和老师的报告调查表，记录的亲子互动观察结果以及7.5岁以下儿童的直接孩子评估来收集。数据链接将提供有关5岁，8岁和10岁儿童健康和学业的其他数据。将比较分配给标准/日常护理（对照）的家庭与分配给smalltalk计划（仅小组计划或带有额外家庭指导的小组计划）的孩子的结局。早期家庭学习研究的发现提供了证据，证明了通过便利的游戏小组为幼儿父母提供的小话语干预的好处。 EHLS在学校研究旨在检查该计划的长期结果，以确定随着时间的推移，亲子关系质量的改善是否持续存在，并转化为持续到学年的儿童社交，学术和行为技能的收益。 2011年9月8日; ACTRN12611000965909（适用于原始EHLS）

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号