ParentChild+ is a home-visiting intervention for disadvantaged families with a child between of 2 and 3 years old. It is delivered by early learning specialists in the family home for a period of 23 weeks. During these sessions, parents learn strategies for supporting their child’s school readiness.
The information above is as offered/supported by the intervention provider.
2 to 3 years old
Individual
ParentChild+ – formerly known as Parent Child Home Programme (or PCHP) – is a home-visiting intervention for low-income families with a child between 2 and 3 years old. It is delivered by trained early learning specialists to individual families in their home.
ParentChild+ aims to improve the home learning environment, the parent–child relationship and key cognitive and social-emotional skills contributing to children’s school readiness.
The curriculum is delivered by home visitors in two cycles. Each cycle involves a minimum of 23 weeks of visits (46 visits), so every family will receive at least 92 home visits. At the start of the cycle, home visitors work to develop a strong relationship with families as a trusted advisor, with the aim of empowering parents to their children’s learning through age-appropriate scaffolding skills.
During each visit, the home visitor arrives with a book or toy that remains with the family and is used to model behaviours for enhancing children’s early learning, rather than directly instructing parents. These interactions are informed by the curriculum, which encourage playful parent–child interactions aimed at supporting the child’s early language development and key social-emotional and self-regulatory skills. For example, the home visitor might model verbal interactions which provide information (e.g. ‘This is a circle’ and ‘That’s the yellow school bus’); elicit information from the child (e.g. ‘Where is the yellow school bus going?’); and verbalise social interaction (e.g. inviting participation, taking turns, or following the parent’s and child’s lead). Home visitors also provide referrals to social supports and educational services as needed.
2 to 3 years old
Families with a child between 2 and 3 years old living in disadvantaged communities.
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
School readiness skills (including vocabulary and self-regulation) during the preschool years are strongly associated with children’s success in preschool and primary school.
Science-based assumption
An enriching home learning environment during the early years is known to support young children’s school readiness.
Science-based assumption
Low family income negatively impacts parents’ ability to provide an enriching home learning environment.
Intervention
Parents with a child between the ages of 2 and 3 receive 92 home visits from an early years specialist who models age-appropriate parental scaffolding behaviours through learning activities involving toys and books.
Short-term
Parents are better able to support their child’s school readiness
Parents are better able to understand their child’s early developmental and learning needs.
Medium-term
Improved child school readiness
Improved parent–child interaction.
Long-term
Reduced income-related learning gaps
Improved child school achievement
ParentChild+ is for families eligible for income or housing benefits.
ParentChild+ is delivered in 92 30-minute sessions by one practitioner to individual families in their home for a minimum of 23 weeks.
At each visit, home visitors provide the family with a high-quality book or educational toy that is a gift to the family.
Using the book or toy, the home visitor models reading, conversation, and play activities designed to stimulate parent–child interaction, develop language and literacy skills, and build school-readiness.
The practitioner who delivers this intervention is an Early Learning Specialist (or Home Visitor).
Practitioners have at least 16 hours of intervention training. Booster training of practitioners is recommended.
It is recommended that practitioners are supervised by one host-agency supervisor, with 19.5 hours of intervention training.
Intervention fidelity is maintained through the following processes:
Contact person: Pamela Park
Organisation: Family Lives
Email address: pchp@familylives.org.uk
Websites: http://www.parent-child.org/
https://www.familylives.org.uk/about/our-services/parent-child-home-programme/
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
ParentChild+’s most rigorous evidence comes from two RCTs conducted in the United States that are consistent with Foundations’ Level 3 evidence strength threshold. Evidence from at least one Level 3 study, along with evidence from other studies rated 2 or better qualifies ParentChild+ for a 3+ rating.
The first study observed improvements in independent assessments of ParentChild+’s children’s language, behavioural self-regulation, intellectual, and social and emotional development compared to children not receiving the intervention. This study also observed statistically significant improvements in ParentChild+’s parents’ interactions with their children relative to parents not receiving the intervention.
The second study observed statistically significant improvements in independent assessments of ParentChild+’s children’s auditory comprehension relative to children whose parents did not receive the intervention.
ParentChild+ can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome.
Improved social and emotional competence
Immediately after the intervention
Improvement index
Interpretation
Study
Improved cognitive capabilities
Immediately after the intervention
Improvement index
Interpretation
Study
Improved child language
Immediately after the intervention
Improvement index
Interpretation
Study
Improved parent child-interaction
Improvement index
Interpretation
Study
| Identified in search | 20 |
| Studies reviewed | 3 |
| Meeting the L2 threshold | 0 |
| Meeting the L3 threshold | 3 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 17 |
| Study design | RCT |
| Country | United states |
| Sample characteristics | 55 English-speaking families with a child between 21 and 33 months. |
| Race, ethnicities, and nationalities | 88% African American |
| Population risk factors | All families were receiving income benefits or qualified for low-income housing, were educated no higher than twelfth-grade level and had an occupation level no higher than semi-skilled. |
| Timing |
|
| Child outcomes | Improved child intelligence |
| Other outcomes | Improved parent–child interaction |
| Study rating | 3 |
| Citations | Madden, J., O’Hara, J. & Levenstein, P. (1984) Home again: Effects of the Mother-Child Home Program on mother and child. Child Development. 55, 636–647. |
| Study design | RCT |
| Country | United states |
| Sample characteristics | 166 low-income families, with a child between 2.4 and 3.8 years |
| Race, ethnicities, and nationalities | 100% identified as Latino |
| Population risk factors | Families needed to be below the poverty line and receiving income benefits |
| Timing |
|
| Child outcomes |
|
| Other outcomes | None |
| Study rating | 3 |
| Citations | Astuto, J. & Allen, L. (2017) Improving school readiness for children living in urban poverty through home-based intervention. New York University. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Allen, L., Sethi, A. & Astuto, J. (2007) An evaluation of a toddlerhood home visiting program at kindergarten age. NHSA Dialog. 10 (1), 36–57. This reference refers to a study, conducted in the USA.
DeVito, P. J. & Karon, J. P. (1984) Pittsfield Parent-Child Home Program, Chapter 1. Longitudinal evaluation Pittsfield Public Schools. Final report. This reference refers to a quasi-experimental design, conducted in the USA.
Fagan, B. (2011) Parent Child Home Programme (PHCP). In: Childhood Unfolding, World Organisations for Early Childhood Education (OMEP) Ireland Annual Research Conference (2nd April 2011, Cork). This reference refers to a study, conducted in Ireland.
Gfellner, B. M., McLaren, L. & Metcalfe, A. (2008) The Parent-Child Home Program in Western Manitoba: A 20-year evaluation. Child Welfare. 87 (5), 49–67. This reference refers to a pre-post study, conducted in Canada.
Joint Dissemination Review Panel of U.S. Department of Education. (1978) Unanimous approval of research findings, 1967-1978, Mother-Child Home Program of Verbal Interaction Project. Verbal Interaction Project. This reference refers to a randomised control trial, conducted in the USA.
Levenstein, P. (1970) Cognitive growth in preschoolers through verbal interaction with mothers. American Journal of Orthopsychiatry. 40, 426–432. This reference refers to a quasi-experimental design, conducted in the USA.
Levenstein, P. (1998) High school graduation effects of a Verbal Interaction Program for at-risk toddlers: A study of long-term outcomes in a replication of the Mother-Child Home Program. Paper presented at the Head Start National Research Conference (4th, Washington, DC, July 9-12, 1998). This reference refers to a randomised control trial, conducted in the USA.
Levenstein, P., Levenstein, S. & Oliver, D. (2002) First grade school readiness of former child participants in a South Carolina replication of the Parent-Child Home Program. Applied Developmental Psychology. 23, 331–353. This reference refers to a quasi-experimental design, conducted in the USA.
Levenstein, P., Levenstein, S., Shiminski, J. A. & Stolzberg, J. E. (1998) Long-term impact of a verbal interaction program for at-risk toddlers: An exploratory study of high school outcomes in a replication of the mother-child home program. Journal of Applied Developmental Psychology. 19 (2), 267–285. This reference refers to a randomised control trial, conducted in the USA.
Mann, V., Sandoval, M., Garcia, L. & Calderon, D. (2009) Using Spanish in the home to promote school readiness in English. In A. E. Harrison (Ed.), Speech disorders: Causes, treatment and social effects (Chapter 4). Nova Science. This reference refers to a quasi-experimental design, conducted in the USA.
Manz, P. H., Bracaliello, C. B., Pressimone, V. J., Eisenberg, R. A., Gernhart, A. C., Fu, Q. & Zuniga, C. (2016) Toddlers’ expressive vocabulary outcomes after one year of Parent-Child Home Program services. Early Child Development and Care. 186 (2), 229–248. This reference refers to a quasi-experimental design, conducted in the USA.
Organizational Research Services [ORS] (2010) Evaluation of the Parent-Child Home Program/Play & Learn group demonstration project 2005–2010: Final report. This reference refers to a quasi-experimental design, conducted in the USA.
ORS Impact. (2016) Long-term academic outcomes of participation in the Parent-Child Home Program in King County, WA. This reference refers to a quasi-experimental design, conducted in the USA.
Rafoth, M. & Knickelbein, B. (2005) Cohort one final report: Assessment summary for the Parent Child Home Program. An evaluation of the Armstrong Indiana County Intermediate Unit PCHP program, Center for Educational and Program Evaluation located at Indiana University of Pennsylvania. This reference refers to a study, conducted in the USA.
Scarr, S. & McCartney, K. (1988) Far from home: An experimental evaluation of the Mother-Child Home Program in Bermuda. Child Development. 59, 531–543. This reference refers to a randomised control trial, conducted in Bermuda.
Scarr, S., McCartney, K., Miller, S., Hauenstein, E. & Ricciuti, A. (1994) Evaluation of an Islandwide Screening, Assessment and Treatment Program. Early Development and Parenting. 3 (4), 199–210. This reference refers to a randomised control trial, conducted in Bermuda.
Share, M., Doyle, E., Callahan, A., Greene, S., Wachtler, M. & Boyd, E. (2011) Baseline evaluation of the Dublin Docklands Parent Child Home Programme. Children’s Research Centre, Trinity College, Dublin. This reference refers to a pre-post study, conducted in Ireland.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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