The Home Instruction Program for Preschool Youngsters (HIPPY)

Future of Children

Volumn 9, Issue 1, 1999, Pages 116-133

  Baker, Amy J L ^a   Piotrkowski, Chaya S ^b   Brooks Gunn, Jeanne ^c  

^a Children's Village   (United States)

^b FORDHAM UNIVERSITY   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CHILD CARE; DATA ANALYSIS; EDUCATION; EDUCATION PROGRAM; FAMILY; HUMAN; PRESCHOOL CHILD; UNITED STATES;

EID: 0032706196     PISSN: 10548289     EISSN: None     Source Type: Journal    
DOI: 10.2307/1602724     Document Type: Article

References (36)

1. This article does not present research about the HIPPY program in the United States conducted by other researchers (see, for example, Cates, K.K. Early intervention of at-risk children: Effects on academic performance. Dissertation for the University of Arkansas at Little Rock. 1995; Bradley, R.H., and Whiteside, L. Evaluation of HIPPY program: A look at outcomes for children at the end of second grade. Little Rock, AR: University of Arkansas at Little Rock Center for Research on Teaching and Learning, 1995; and Rebello, P.M., Griffin, T., and Brooks-Gunn, J. Book reading styles in families headed by poor, African American teenage mothers. Presentation given at the Center for Young Children and Families, Columbia University. Teachers College, New York, 1997), or evaluations of HIPPY programs in other nations (see, for example, Adams, I., Skuy, M., and Fridhjon, P. Effectiveness of a home-based program for preschool children in disadvantaged South African communities. International Journal of Cognitive Education and Mediated learning (1982) 2:6-12; Eldering, J., and Vedder, P. OPSTAP: Ein Opstap Naar Meer Schholsuccess? Amsterdam, Netherlands: Swetz and Seitlinger B.V., 1992; and Kagitcibasi, C., Sunar, D., and Bekman, S. Comprehensive preschool education project: Final report. Ottawa, Canada: International Development Research Centre, 1987).
2. This article does not present research about the HIPPY program in the United States conducted by other researchers (see, for example, Cates, K.K. Early intervention of at-risk children: Effects on academic performance. Dissertation for the University of Arkansas at Little Rock. 1995; Bradley, R.H., and Whiteside, L. Evaluation of HIPPY program: A look at outcomes for children at the end of second grade. Little Rock, AR: University of Arkansas at Little Rock Center for Research on Teaching and Learning, 1995; and Rebello, P.M., Griffin, T., and Brooks-Gunn, J. Book reading styles in families headed by poor, African American teenage mothers. Presentation given at the Center for Young Children and Families, Columbia University. Teachers College, New York, 1997), or evaluations of HIPPY programs in other nations (see, for example, Adams, I., Skuy, M., and Fridhjon, P. Effectiveness of a home-based program for preschool children in disadvantaged South African communities. International Journal of Cognitive Education and Mediated learning (1982) 2:6-12; Eldering, J., and Vedder, P. OPSTAP: Ein Opstap Naar Meer Schholsuccess? Amsterdam, Netherlands: Swetz and Seitlinger B.V., 1992; and Kagitcibasi, C., Sunar, D., and Bekman, S. Comprehensive preschool education project: Final report. Ottawa, Canada: International Development Research Centre, 1987).
3. This article does not present research about the HIPPY program in the United States conducted by other researchers (see, for example, Cates, K.K. Early intervention of at-risk children: Effects on academic performance. Dissertation for the University of Arkansas at Little Rock. 1995; Bradley, R.H., and Whiteside, L. Evaluation of HIPPY program: A look at outcomes for children at the end of second grade. Little Rock, AR: University of Arkansas at Little Rock Center for Research on Teaching and Learning, 1995; and Rebello, P.M., Griffin, T., and Brooks-Gunn, J. Book reading styles in families headed by poor, African American teenage mothers. Presentation given at the Center for Young Children and Families, Columbia University. Teachers College, New York, 1997), or evaluations of HIPPY programs in other nations (see, for example, Adams, I., Skuy, M., and Fridhjon, P. Effectiveness of a home-based program for preschool children in disadvantaged South African communities. International Journal of Cognitive Education and Mediated learning (1982) 2:6-12; Eldering, J., and Vedder, P. OPSTAP: Ein Opstap Naar Meer Schholsuccess? Amsterdam, Netherlands: Swetz and Seitlinger B.V., 1992; and Kagitcibasi, C., Sunar, D., and Bekman, S. Comprehensive preschool education project: Final report. Ottawa, Canada: International Development Research Centre, 1987).
4. This article does not present research about the HIPPY program in the United States conducted by other researchers (see, for example, Cates, K.K. Early intervention of at-risk children: Effects on academic performance. Dissertation for the University of Arkansas at Little Rock. 1995; Bradley, R.H., and Whiteside, L. Evaluation of HIPPY program: A look at outcomes for children at the end of second grade. Little Rock, AR: University of Arkansas at Little Rock Center for Research on Teaching and Learning, 1995; and Rebello, P.M., Griffin, T., and Brooks-Gunn, J. Book reading styles in families headed by poor, African American teenage mothers. Presentation given at the Center for Young Children and Families, Columbia University. Teachers College, New York, 1997), or evaluations of HIPPY programs in other nations (see, for example, Adams, I., Skuy, M., and Fridhjon, P. Effectiveness of a home-based program for preschool children in disadvantaged South African communities. International Journal of Cognitive Education and Mediated learning (1982) 2:6-12; Eldering, J., and Vedder, P. OPSTAP: Ein Opstap Naar Meer Schholsuccess? Amsterdam, Netherlands: Swetz and Seitlinger B.V., 1992; and Kagitcibasi, C., Sunar, D., and Bekman, S. Comprehensive preschool education project: Final report. Ottawa, Canada: International Development Research Centre, 1987).
5. This article does not present research about the HIPPY program in the United States conducted by other researchers (see, for example, Cates, K.K. Early intervention of at-risk children: Effects on academic performance. Dissertation for the University of Arkansas at Little Rock. 1995; Bradley, R.H., and Whiteside, L. Evaluation of HIPPY program: A look at outcomes for children at the end of second grade. Little Rock, AR: University of Arkansas at Little Rock Center for Research on Teaching and Learning, 1995; and Rebello, P.M., Griffin, T., and Brooks-Gunn, J. Book reading styles in families headed by poor, African American teenage mothers. Presentation given at the Center for Young Children and Families, Columbia University. Teachers College, New York, 1997), or evaluations of HIPPY programs in other nations (see, for example, Adams, I., Skuy, M., and Fridhjon, P. Effectiveness of a home-based program for preschool children in disadvantaged South African communities. International Journal of Cognitive Education and Mediated learning (1982) 2:6-12; Eldering, J., and Vedder, P. OPSTAP: Ein Opstap Naar Meer Schholsuccess? Amsterdam, Netherlands: Swetz and Seitlinger B.V., 1992; and Kagitcibasi, C., Sunar, D., and Bekman, S. Comprehensive preschool education project: Final report. Ottawa, Canada: International Development Research Centre, 1987).
6. This article does not present research about the HIPPY program in the United States conducted by other researchers (see, for example, Cates, K.K. Early intervention of at-risk children: Effects on academic performance. Dissertation for the University of Arkansas at Little Rock. 1995; Bradley, R.H., and Whiteside, L. Evaluation of HIPPY program: A look at outcomes for children at the end of second grade. Little Rock, AR: University of Arkansas at Little Rock Center for Research on Teaching and Learning, 1995; and Rebello, P.M., Griffin, T., and Brooks-Gunn, J. Book reading styles in families headed by poor, African American teenage mothers. Presentation given at the Center for Young Children and Families, Columbia University. Teachers College, New York, 1997), or evaluations of HIPPY programs in other nations (see, for example, Adams, I., Skuy, M., and Fridhjon, P. Effectiveness of a home-based program for preschool children in disadvantaged South African communities. International Journal of Cognitive Education and Mediated learning (1982) 2:6-12; Eldering, J., and Vedder, P. OPSTAP: Ein Opstap Naar Meer Schholsuccess? Amsterdam, Netherlands: Swetz and Seitlinger B.V., 1992; and Kagitcibasi, C., Sunar, D., and Bekman, S. Comprehensive preschool education project: Final report. Ottawa, Canada: International Development Research Centre, 1987).
7. Baker, A.J.L., and Piotrkowski, C.S. The Home Instruction Program for Preschool Youngsters: An innovative program to prevent academic underachievement: Final report. New York: National Council of Jewish Women, 1995.
8. Baker, A.J.L. The HIPPY program in Yonkers, New York. In Family-oriented childhood programs: An in-depth case study of the Home Instruction Program for Preschool Youngsters. A.J.L. Baker, D.W. Britt, R. Halpern, and M. Westheimer, eds. New York: National Council of Jewish Women, 1996.
9. Baker, A.J.L., Piotrkowski, C.S., and Brooks-Gunn, J. The effects of the Home Instruction Program for Preschool Youngsters (HIPPY) on children's school performance at the end of the program and one year later. Early Childhood Research Quarterly (1998) 13:571-88.
10. Lombard, A. Success begins at home. Lexington, MA: Lexington Books, 1981.
11. For general descriptions of family support programs, see Dunst, C. Key characteristics and features of community-based family support. Chicago: Family Resource Coalition, 1998; and Kagan, S., Powell, D., Weissbourd, B., and Zigler, E., eds. America's family support programs. New Haven, CT: Yale University Press, 1987.
12. For general descriptions of family support programs, see Dunst, C. Key characteristics and features of community-based family support. Chicago: Family Resource Coalition, 1998; and Kagan, S., Powell, D., Weissbourd, B., and Zigler, E., eds. America's family support programs. New Haven, CT: Yale University Press, 1987.
13. Bronfenbrenner, U. The social side of socialism. Address delivered at the Hebrew University of Jerusalem. Cited in note no. 5, Lombard.
14. Westheimer, M. Ready or not: One home-based response to the school readiness debate. Early Childhood Development and Care (1987) 127:245-57.
15. Weissbourd, B. Design, staffing, and funding of family support programs. In America's family support programs. S. Kagan, D. Powell, B. Weissbourd, and E. Zigler, eds. New Haven, CT: Yale University Press, 1987.
16. The variables used to match the two samples were the ethnicity of the child, the educational level of the parent, the family structure, whether the family reported government assistance as the primary source of income, the preschool experience of the child, the age of the child, and the child's preschool readiness. At baseline, the groups in Cohort I were equivalent on all measures. The two groups in Cohort II were equivalent, except on one measure: the HIPPY children scored higher on preschool readiness than did the comparison group children.
17. Although the starting points during the year were different, each cohort received the same number of HIPPY lessons.
18. Educational Testing Service. Cooperative Preschool Inventory. Princeton, NJ: ETS, 1974.
19. See, for example, Laosa, L. Psychometric characteristics of Chicano and non-Hispanic white children's performance on the Preschool Inventory. Journal of Applied Developmental Psychology (1982) 3:217-45; Lee, V., Schnurr, E., and Brooks-Gunn, J. Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs. Developmental Psychology (1988) 24:210-22; and Powers, S., and Medena, M. Factorial validity of the Cooperative Preschool Inventory for English-and Spanish-speaking Hispanic children. Journal of Psychology (1985)119:277-80.
20. See, for example, Laosa, L. Psychometric characteristics of Chicano and non-Hispanic white children's performance on the Preschool Inventory. Journal of Applied Developmental Psychology (1982) 3:217-45; Lee, V., Schnurr, E., and Brooks-Gunn, J. Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs. Developmental Psychology (1988) 24:210-22; and Powers, S., and Medena, M. Factorial validity of the Cooperative Preschool Inventory for English-and Spanish-speaking Hispanic children. Journal of Psychology (1985)119:277-80.
21. See, for example, Laosa, L. Psychometric characteristics of Chicano and non-Hispanic white children's performance on the Preschool Inventory. Journal of Applied Developmental Psychology (1982) 3:217-45; Lee, V., Schnurr, E., and Brooks-Gunn, J. Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs. Developmental Psychology (1988) 24:210-22; and Powers, S., and Medena, M. Factorial validity of the Cooperative Preschool Inventory for English-and Spanish-speaking Hispanic children. Journal of Psychology (1985)119:277-80.
22. Abt Associates. Evaluation of Project Giant Step. Technical progress report no. 4. Cambridge, MA: Abt Associates, 1988.
23. Halpern, R., Baker, A.J.L., and Piotrkowski, C.S. The Child Classroom Adaptation Inventory. New York: National Council of Jewish Women, 1993.
24. Spivak, G., and Swift, M. The classroom behavior of children: A critical review of teacher administered rating scales. The Journal of Special Education (1973) 7:55-77.
25. Luster, T., and McAdoo, H.P. Family and child influences on educational attainment: A secondary analysis of the High/Scope Perry Preschool Data. Developmental Psychology (1996) 32:26-39.
26. Initial reliability and validity analyses revealed that all variables loaded on a single factor. Items were combined into a single scale, with high internal consistency (Cronbach's alpha=0.96) and adequate validity (r=0.27, p<.001 with earlier scores on the CPI and r=0.51, p<.001 with subsequent scores on standardized achievement).
27. Movement through grades was not used as a measure in New York because school policy seemed to be to promote all children to the next grade.
28. Alexander, K., and Entwisle, D. Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development. Serial No. 218 (1988) 53,2.
29. Ladd, G., and Price, J. Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development (1987) 58:1168-189.
30. Gomby, D., Larson, C., Lewit, E., and Behrman, R. Home visiting: Analysis and recommendations. The Future of Children (Winter 1993) 3,3:6-22.
31. Clinton, B. The Maternal Infant Health Outreach Worker Project: Appalachian communities help their own. In Fair Start for children: Lessons learned from seven demonstration projects. M. Larner, R. Halpern, and O. Harkavy, eds. New Haven, CT: Yale University Press, 1992.
32. Miller, S. The adolescent parents project: Sharing the transition. In Fair Start for children: Lessons learned from seven demonstration projects. M. Larner, R. Halpern, and O. Harkavy, eds. New Haven, CT: Yale University Press, 1992.
33. Larner, M., Halpern, R., and Harkavy, O. The Fair Start story: An overview. In Fair Start for children: Lessons learned from seven demonstration projects. M. Larner, R. Halpern, and O. Harkavy, eds. New Haven, CT: Yale University Press, 1992, p. 14.
34. Goodson, B.D., Swartz,J.P., and Milsap, M.A. Working with families: Promising programs to help parents support young children's learning. Cambridge, MA: Abt Associates, 1991.
35. Baker, A.J.L., and Roth, J. Predictors of parent involvement in an early intervention program: Comparing sites, cohorts, and types of involvement. Applied Behavioral Science Review (1997) 5:199-217.
36. The 19 factors examined were (1) number of adults in the home, (2) number of children under the age of one, (3) total number of children, (4) family structure, (5) major source of income (public assistance/other), (6) age of adult, (7) race/ethnicity (minority/nonminority), (8) education of HIPPY adult, (9) previous receipt of welfare, (10) parental fluency in English, (11) age of child, (12) gender of child, (13) parental expectations for the child's school performance, (14) parental expectations for the level of education the child would achieve, (15) parent-reported frequency of child's play with learning toys, (16) self-reported frequency with which the parent helped the child learn various skills, (17) self-reported types of reading materials at home, (18) child's school readiness as measured by the total score on the Cooperative Preschool Inventory, and (19) mother's depression as measured by the Center for Epidemiological Studies Depression Scale. See note no. 15, Halpern, Baker, and Piotrkowski, for full details.