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Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and its Interaction with Preschool.

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Title: Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and its Interaction with Preschool.
Authors: Pages, Remy1 (AUTHOR) remypages@ufl.edu, Payne, Tracy2 (AUTHOR), Knopf, Herman T.1 (AUTHOR)
Source: Early Childhood Education Journal. Apr2025, Vol. 53 Issue 4, p1313-1324. 12p.
Subject Terms: *Child development, *Cognitive psychology, *Child abuse, *Preschool children, Medical sciences, Public health
Abstract: This study evaluates the effects of a weekly home-visiting parenting program designed to enhance parent-child engagement with educationally-enriching activities and its potential interaction with children's participation in state-funded preschool. Utilizing a comprehensive dataset linked across various administrative sources, we employed a quasi-experimental approach featuring inverse probability weighting regression adjustment and nearest neighbor matching to assess outcomes as measured at or leading up to kindergarten entry. We focused on a cohort of 2,000 diverse children born between 2012 and 2016, aged three and four at the intervention's onset. Participation in the home-visiting program was associated with significant positive effects on children's cognitive skills, IDEA Part B service uptake, and the likelihood of reported child maltreatment, which persisted after adjusting for state-funded preschool participation. We found no statistical evidence of interactions between the program and preschool, underscoring the program's additive contributions to early childhood development and family well-being. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and its Interaction with Preschool.
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Apr2025, Vol. 53 Issue 4, p1313-1324. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+abuse%22">Child abuse</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+sciences%22">Medical sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Public+health%22">Public health</searchLink>
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  Data: This study evaluates the effects of a weekly home-visiting parenting program designed to enhance parent-child engagement with educationally-enriching activities and its potential interaction with children's participation in state-funded preschool. Utilizing a comprehensive dataset linked across various administrative sources, we employed a quasi-experimental approach featuring inverse probability weighting regression adjustment and nearest neighbor matching to assess outcomes as measured at or leading up to kindergarten entry. We focused on a cohort of 2,000 diverse children born between 2012 and 2016, aged three and four at the intervention's onset. Participation in the home-visiting program was associated with significant positive effects on children's cognitive skills, IDEA Part B service uptake, and the likelihood of reported child maltreatment, which persisted after adjusting for state-funded preschool participation. We found no statistical evidence of interactions between the program and preschool, underscoring the program's additive contributions to early childhood development and family well-being. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2025
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