Cohen Franziska, Schünke Juliane, Vogel Eric, Anders Yvonne
Lehrstuhl für Elementar- und Familienpädagogik, Otto-Friedrich-Universität Bamberg, Bamberg, Germany.
Arbeitsbereich Frühkindliche Bildung und Erziehung, Freie Universität Berlin, Berlin, Germany.
Front Psychol. 2020 Jun 12;11:1282. doi: 10.3389/fpsyg.2020.01282. eCollection 2020.
When they enter primary school children already vary significantly in their language skills, depending at least in part on their family's social background. In particular, the home learning environment plays a significant role in children's development. For that reason, early intervention programs have been developed to obviate learning difficulties and to promote health, children's development, and educational equality. The family support program Chancenreich aims to encourage the interaction and relationship between parents and children through two different course formats. The present study examines the longitudinal effects of attending the Chancenreich program and different course formats on (a) parents attending further educational services for children after completing the program, (b) children's vocabulary and level of grammar development at the age of 5 and (c) the children's vocabulary development between the ages of 3 and 5. Furthermore, we examine the relationship between family characteristics and the attendance rates of different course formats of the Chancenreich program at the first and second point of measurement. The study follows a longitudinal design with two points of measurements (T1: M = 41 months, T2: M = 68 months), and a sample size of 121 parents and their children at T2 in the intervention group and 41 parents and their children in the comparison group. Findings indicate that attendance of the Chancenreich program's courses is related to child and family characteristics and to later patterns of course participation after completing the program. Further, both children's level of vocabulary skills (PPVT) at the age of 5 and their development between the ages of 3 and 5 benefit from the parental participation in parenting skills training at the age of 3. Implications and future research on the effectiveness of family support programs are discussed.
儿童进入小学时，其语言技能就已存在显著差异，这至少部分取决于家庭的社会背景。特别是家庭学习环境在儿童发展中起着重要作用。因此，已制定早期干预计划，以消除学习困难，促进健康、儿童发展和教育公平。家庭支持项目Chancenreich旨在通过两种不同的课程形式鼓励父母与孩子之间的互动和关系。本研究考察了参加Chancenreich项目及不同课程形式对以下方面的纵向影响：（a）项目结束后父母参加儿童继续教育服务的情况；（b）儿童5岁时的词汇量和语法发展水平；（c）儿童3至5岁期间的词汇发展情况。此外，我们还考察了家庭特征与Chancenreich项目不同课程形式在第一次和第二次测量时的出勤率之间的关系。该研究采用纵向设计，有两个测量点（T1：平均年龄41个月，T2：平均年龄68个月），干预组在T2时有121对父母及其子女，对照组有41对父母及其子女。研究结果表明，参加Chancenreich项目的课程与儿童和家庭特征以及项目结束后的后续课程参与模式有关。此外，父母在孩子3岁时参与育儿技能培训，对孩子5岁时的词汇技能水平（PPVT）及其3至5岁期间的发展都有好处。文中还讨论了家庭支持项目有效性的相关启示和未来研究方向。
