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|a LB1140.35.P37 H46 2017_HenriquezVeronica |2 BU-Local |
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|a LB1140.35.P37 H46 2017 |
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|a An evaluation of the parent-child home program |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2017. |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (S.S.P.)--Barry University, 2017. |
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|a Includes bibliographical references (leaves 31-38). |
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|a Copyright Veronica Henriquez. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Children who come from low-income households are at greater risk for entering school underprepared due to lack of resources and low parental involvement. This increases the risk of children having poor social skills and deficits in early language development, which are significant factors needed for school readiness. The Parent-Child Home Program (PCHP) is a nationwide evidence-based home program that caters to underprivileged low-income families, promoting early literacy, language skills and parenting techniques to promote healthy social-emotional functioning and school readiness skills. Helping to improve the development of the aforementioned skills contributes to closing the achievement gap between lower socio-economic status (SES) families and their higher SES counterparts. The current study evaluated whether the PCHP was effective at increasing parental involvement and improving children’s social-emotional functioning among Latino families within the context of school readiness. In this study the PCHP targeted residents living in South Florida. Participants included 79 caregiver-child dyads of Hispanic ethnicity and low SES status. A series of paired-samples t-tests were used to examine changes in the levels of parental involvement and the child’s social emotional functioning after participating in the program. Results indicated that the PCHP was effective at increasing parental involvement as well as improving children’s social emotional functioning. These finding suggest that providing underprivileged parents with the necessary tools and support to improve the quality of interaction with their child can help improve their child’s overall social-emotional growth. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Education, Preschool |x Parent participation |x United States. |
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|a Education |x Parent participation |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001348/00001 |y Click here for full text |
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|a Theses and Dissertations |
