Program administrators and policy makers have placed a priority on expanding access to inclusive, center-based early care and education (ECE) for low-income children with special needs, a "doubly vulnerable" population characterized by academic and social-emotional achievement gaps at kindergarten entry. Yet, no research has documented…

This book is designed for use by parents at home to help them encourage the development of necessary skills in their preschool-age children through play and other daily living experiences. The activities are presented as a series of short paragraphs written in the first person from the child's perspective with a box that the child can check when…

The document reports on a 3-year research project to measure the acquisition and generalization of teaching and child management behaviors by parents of preschool handicapped chiloren enrolled in the Portage Project. Initial chapters describe treatments (which utilize the parent as the child's primary teacher in a home-based program) and first,…

The checklist and manual are designed to measure changes in parental skills as a result of both group and individualized programing in a home based prescriptive infant program. Guidelines are also given on setting behavioral goals for parents that can be addressed by program activities. The inventory is divided into seven skill areas: parental…

A systematic parent training program was developed within the Portage Project Model, which provides weekly visits by home teachers to families with a preschool handicapped child. (SBH)

Discusses the Home Start program, the new three-year Head Start demonstration program designed to bring comprehensive child development services to children and families in their own homes by helping parents provide many of the same services Head Start offers children in centers. (Author/JM)

The Missouri New Parents as Teachers Program (NPAT) created a home-based school system for infants and toddlers by training their parents to serve as teachers. Includes sidebars with developmental stages and instructions for developing a NPAT program. (MD)

A progress report of research on the long-term effects of a home-oriented preschool program. (CM)

This selective bibliography cites 108 ERIC documents on parent education and parent involvement during the child's preschool years. Included are reports from both home-based and center-based programs. Entries are from "Research in Education (RIE)," October 1970 through April 1974, and from "Current Index to Journals in Education…

The economic efficiency of alternative types of intervention was investigated with language-impaired preschool children. Forty children were assigned to one of four groups: home-based intervention, center-based intervention, both center- and home-based intervention, and no treatment. The home-based program was more economically efficient based on…

This follow-up study of low birthweight children at the age of 4-5 found that 14 control children (who did not participate in early home intervention) scored lower than 31 preterm treatment children and 22 full-term controls on expressive language, comprehension, personal-social skills, visual-motor skills, and home environment. (Author/JDD)

Numerous physical, mental, and behavioral activities that parents and their 3- to 5-year-old children can enjoy together are suggested in this activity guidebook. The guide suggests ways parents can give their children a good start at developing the abilities and ideas that are fundamental to all future learning at home before the children begin…

Describes a program which addresses the needs of underserved handicapped children who live in isolated rural areas of Nevada. Covers the program's computer-assisted, home-based curricula and video-assisted, home-based assessment and instruction as well as evaluation methodology and results of preliminary child-progress data. (JHZ)

Citing the success of several home programs using parents as teachers and noting that new information technologies are providing increasing educational opportunities outside the school, the author argues that teachers should be prepared for cooperative work with parents. (Part of a theme issue on the future of teacher education in England.) (SJL)