Early childhood prevention programs and results of the longitudinal study ZEPPELIN with a high-risk sample in Switzerland

Lanfranchi, A (Andrea)¹, Schaub, S (Simone)¹, Neuhauser, A (Alex)^1
1University of Applied Sciences of Special Needs Education (HfH), Schaffhauserstrasse 239, 8050, Zurich

 

Submission type

Oral only

Scheduled

Room 116, 10-07-2019, 09:00 - 10:30

Keywords

Early Intervention, Early Childhood Education, Psychosocial Risk, Immigrants, Long-term Effects, Prevention

Summary

Educational careers are strongly influenced by early childhood experiences. The PISA studies demonstrated the close connection between social status and school success. Supporting these children at school entrance may not compensate for these disadvantages. Therefore, early childhood is seen as an ideal age for intervention in order to alter long-term educational opportunities. Internationally, a growing body of programs focuses on the early support of families living in environments that may jeopardize the development of their children. Other than in formal education, the child is not the primary addresse of the support. Rather, the goal is to improve parenting behavior by increasing the awareness of child development, and one’s own attitudes towards the child. 

In this paper we present the results from the RCT-study ZEPPELIN with the program “PAT – Learning with Parents” for high-risk-families in Switzerland. The first long-terms results show that the intervention at age 0 to 3 has a positive impact on child development and parental competencies.

 

OECD (2016). PISA 2015 Results: Excellence and Equity in Education. Paris: OECD Publishing. 

Schaub, S., Ramseier, E., Neuhauser, A., Lanfranchi, A. (2018). Effects of Home-Based Early Intervention on Child Outcomes: A Randomized Controlled Trial of Parents as Teachers in Switzerland. Early Childhood Research Quarterly (accepted).

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