The Evidence Base

Early years research into practice

HOW THE APPROACH WORKS

Based on current research into neuroscience and child development, the programme has four key elements:-

REGULAR PERSONAL VISITS

A trained project worker who partners with the family to discuss their child’s development, facilitating activities which enhance the child’s language, problem solving, social and physical skills, and encouraging parental reflection.

REVIEW OF DEVELOPMENTAL MILESTONES

This helps parents know what to expect and emphasise at each stage of the child’s development, and to detect and seek early intervention if any problems arise.

RESOURCE NETWORKING

To put families in touch with other support agencies or services.

GROUP CONNECTIONS

These provide opportunities for parents to meet other local parents, to share experiences and to have contact with paediatric specialists with whom they would not otherwise have informal access.

AND DOES IT DO IT?

• In the USA (where the programme originated and is widely operated) it has been independently evaluated and the results have consistently indicated that the scheme benefits parents, children, schools and the wider community.

• Children are significantly more advanced in language, problem solving and social skills and therefore more prepared for the start of school.

• Children score more highly in early school tests in maths and literacy.

• Children with learning difficulties are identified earlier.

• Parents have greater self-esteem and confidence in their relationship with their child.

• Parents have a more positive attitude towards their child’s schooling.

• There is a reduction in the likelihood of child abuse and neglect.

For detailed research evidence visit www.parentsasteachers.org

EVALUATION HEADLINES

ZEPPELIN Study

A European study published in Early Childhood Research Quarterly examined the impact of Parents as Teachers on high-risk families with children ages 0-3. This randomised controlled study showed that children who participated in Parents as Teachers demonstrated higher adaptive behaviour, self-control, child development, language skills, and vocabulary (Schaub, Ramseier, Neuhauser, Burhardt, & Lafranchi, 2019). Mothers who participated in Parents as Teachers showed increased parenting skills and displayed more sensitivity to their children (Neuhauser, Ramseier, Schaub, Burkhardt, & Lanfranchi, 2018). Summarised findings are in the ZEPPELIN infographic.

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