Home Learning Environment, children's language acquisition Not Applicable
Conditions
Interventions
Settings (pre-schools) are randomly allocated to intervention or control conditions. Randomization will be at the setting-level to reduce the possibilities of diffusion which could occur with an in-sc
Sponsors
University of York
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: The settings selected will not have previously delivered the Early Words Together programme. The target sample will be drawn from a population of parents with children aged 3 to 4 years old who attend one of the 12 settings recruited to the study (6 settings per area). Settings will be included if they: 1. Are located in one of the 25% most deprived Local Authorities in England (using Indices of Multiple Deprivation, 2015) 2. Have more than 40% of children registered as eligible for Pupil Premium 3. Respond to an invitation from the research team and are willing to take part 4. Can demonstrate good levels of parental engagement to ensure viable numbers for recruitment and retention to the study, and, if randomised to the intervention group, programme delivery (e.g. through attendance at parent meetings and events etc.) 5. Are willing to support the intervention All parents (primary caregivers) who have the main responsibility of a child aged 3 to 4 years who is attending one of the settings recruited to take part in this study will be eligible for the study, alongside their child.
Exclusion criteria
Exclusion criteria: 1. Settings who have implemented the programme previously 2. Parents who are unable to commit to the six-week programmne
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Child primary outcome measure: Receptive vocabulary measured using the British Picture Vocabulary Scale (BPVS-III; Dunn, Dunn and NfER, 2009) Parent primary outcome measure: Home Learning Environment measured using the Home Environment Questionnaire (HEQ; Miser and Hupp, 2012). It includes items which relate to resources available in the home, home academic activities, and outside the home activities. Each of these measures is administered prior to programme delivery (or equivalent time period for control families) and six months after the pre-test. The programme was designed to be delivered each half term during the period of the study. So, for example, for intervention participants receiving programme delivery in the second half term of the Summer Term 2018 the pre-test occurred in May 2018 and the post-test in November 2018. Control families were randomly selected to act as though receiving the programme during that time period and pre- and post-tested at the same timepoints. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Child’s communication, gross motor skills, fine motor skills, problem solving, and personal-social skills, measured using the Ages & Stages Questionnaire®, Third edition (ASQ®-3) (Squires and Brickers, 2009) 2. Quality of parent-child social interactions with a focus on verbal behaviours, measured using the home observation measure, administered to a sub-sample of participants, adapted from the Play and Reading Observation Tool (PAROT; Pye, 2015) and the Dyadic Parent-Child Interaction Coding Scheme (DPICS; Robinson and Eyberg, 1981) Each of these measures is administered prior to programme delivery (or equivalent time period for control families) and six months after the pre-test. The programme was designed to be delivery each half term during the period of the study. So, for example, for intervention participants receiving programme delivery in the second half term of the Summer Term 2018 the pre-test occurred in May 2018 and the post-test in November 2018. Control families were randomly selected to act as though receiving the programme during that time period and pre- and post-tested at the same time points. | — |
Countries
England, United Kingdom
Contacts
Public ContactLouise Tracey
Outcome results
None listed