Model Family Programs for Delinquency Prevention
 
Rating * Model Target * 3-5 Speciality * Family In-Home Support
 
Program * Home Instruction Program for Preschool Youngsters (HIPPY)
 
Description *




 
  The primary goals of the program are to prevent academic underachievement by increasing the degree and variety of literacy in the home. HIPPY's goals include empowering parents as educators and advocates for their children, providing children with school readiness skills, enhancing parent-child interaction, improving parenting skills, bringing literacy into the home, reaching hard-to-reach families, promoting dialogue about the education of young children within the community, and providing employment opportunities in lower income communities. The program focuses on economically disadvantaged parents and their preschool-age children who are not otherwise involved in parenting programs, or in early childhood networks providing support for parents.

The primary method of instruction in the weekly HIPPY program is role playing, which provides a nonthreatening learning environment; promotes parental empathy for the developmental capabilities of young children; is easily managed by trained paraprofessionals; and allows parents with limited reading ability an opportunity to engage in a variety of learning activities with their children. Language skills are developed through activities such as listening, asking and answering questions, and picture reading. Problem solving skills are developed through use of pre-math activities in which children learn spatial relationships, attributes, and quantities, as well as through playing matrix games, sequencing and categorizing. Games which teach and practice visual, auditory and tactile discrimination skills are designed to promote imagination, creativity, problem solving, critical thinking, and other skills.

Evaluations on classroom adaptation, paraprofessionals' growth and development, program implementation, model validation, and children's outcomes at end of second grade have all shown positive effects from participation in the program. Broad differences in measured competence and classroom behavior favoring HIPPY children over children with no formal preschool experience were found. There were no differences between HIPPY children and children with other types of formal preschool experience.

  *
 
    Contact * Barbara Gilkey 
 
    Address* Arkansas Children's Hospital
800 Marshall St., Slot 651 
        Little Rock, AR  72202
 
    Phone * 501 320-3727
 
    Email  *  Bgilky@exchange.ach.uams.edu 
 
         
 
  *
    Dept. of Health Promotion and Education

Funded by - Office of Juvenile Justice and Delinquency Prevention