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US
EDUCATION
OF
THIS DOCUMENT
DUCED EXACTLY HAS BEEN REPROA5 RECEIVED
THE PERSON
FROM
DR DRG4N/Z4TrON
ORIGINATING IT POINTS
OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY
SENT OFFICIAL
REPRENATIONAL NSTi TUTE
EDUCA TioN POSITION
OF
OR POLICY
(IN
of a number of ambitious,
The Yale Child Welfare Program was one
1'1
in the late Sixties to
(2)comprehensive demonstration projects undertaken
Syracuse Family Develop00 help disadvantaged families and children: the
,
Frank
Porter
Graham Child De(Lally, 1971), The
gag merit Research Program
Peabody Early Training Project
velopment Center (Robinson, 1968), the
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BV
ts-QSq...
R. Recco-\a..
-2-
Project
(Klaus & Gray, 1968), the Ypsilanti Carnegie Infant Education
Childhood Stimulation
(Lambie, Bond & Weikart, 1974), the Florida Early
Washington, D.C. Infant Education
program (Gordon & Guinagh, 1977), the
original intervention program (tally & Honig, 1977; Klaus & Gray,
968).
-4-
is a more appropriate
posite of areas summarized as "social competence"
Clarke-Stewart has also recently argued
index of program effectiveness.
assessing outcomes,
for more "complex and*multi-variate strategies" for
Some profactors.
including emotional, motivational, and achievement
important outcomes
grams have reported positive changes in mothers as
& Honig, 1977),
(Karnes & Badger, 1969; Gordon & Guinagh, 1977; Lally
gains, becoming more
with mothers making'educational and occupational
constructive childinvolved in community affairs, and developing more
A recent report on a collaborative long-term followrearing approaches.
projects (Consortium, 1978) argues that
up of twelve early intervention
in both a statistical
the most significant benefits of preschool programs
children have shown less
and a social sense are that intervention group
special education classes than
grade retention and less assignment to
higher vocational
control children and that intervention mothers express
aspirations for their children than control mothers.
literature indiAs this brief summary of the early intervention
While significant intercates, findings are complex and equivocal.
studies, much remains to be
vention effects have been found in many
most effective for diflearned: which strategies of intervention are
impact yield the most
ferent areas of outcome; which areas of project
_5_
PROJECT DESCRIPTION
Goals of the Project
First, through various kinds
The project had three major goals.
human needs and of child developof intervention based on knowledge of
of human potential often
ment, we wanted to try to diminish the erosion
inadequate care in the earliest
associated with conditions of poverty or
Finding effective ways of helping young children whose developyears.
of personal
using systems of sybols--cannot be separated from the growth
of self-esteem and a sense
and interpersonal processes--the development
t.
-7-
control, capacity
of identity, internalization of impulse
Educational
mous response, relatedness to other people."
mainly
conceived in terms of developmental processes, not
We
achievements on the way to specified accomplishments.
as concrete
have relied,
of intelligence, finding it
too, on Piagetts view of the development
guidelines for action.
helpful both theoretically and in developing
combined with an
The clinical and developmental viewpoints are
influence children and their
awareness that the societal systems that
health and social
families are expressed through institutions such as
be the concern of those who work to
services and schools, and must
and adults.
enhance the well-being of children
Subject Selection
The first phase was a
The project was divided into two phases.
The pilot proto 4 years.
pilot group of 23 children ages 14 months
practice working togram was used to recruit and train personnel, to
and to gain the benefits of exgether Aoo refine research methodology
and modifying tradiperience in trying new ways of providing services
the pilot group program will not be retional ones. The children in
this report are eighteen children from
ported here. The subjects of
participated in the intervention
seventeen low income families who
One child was stillborn, and one child is excluded from this
biological handicap
report though he remained in the project because .a
months of age; the third family was
was discovered when he was several
The fact that
study.
the only one that dropped out after joining the
-9_
reasons) was due, at
only one family dropped out later(for unknown
from first
least in part to the care taken in the admission process
was on thecontact to final agreement. The emphasis in this process
their child develop, on the
importance of the parents' role in helping
obligations and roles of parent
mutuality of the work to be done--the
be provided.
and staff--as well as'on the services to
Families were selected for the project in three waves between the
most favorable for
fall of 1968 and the spring of 1970 because this was
when the children were 30
the staffing pattern. Data collection ended
children from the seventeen families
months old. Of eighteen research
mothers and
twelve were black, two were white, two were mixed--white
Rican, the last family being the one
black fathers--and two were Puerto
There were eleven boys and
to have a second child during the study.
In
intact and nine one-parent families.
seven girls. There were eight
child's. father or another man was a more
seven of the latter either the
At the point of admission six
or less regular member of the household.
and two were on public
of the eight intact families were self-supporting
one was entirely self-supporting,
welfare. Of the single young woman
and seven by public welfare. Their age
one was supported by her parents
18, two were 19, two were 20, seven were 21
range was 18-24: three were
completed high school;
and three were 24 years old. Eleven of them had
family continued during the period besix had not. Contacts with each
greatly from birth on.
fore the infant was born and increased
Project Setting
old residence called
The project wao located in a remodeled
The
Children's House in one of L. :e inner city slums of New Haven.
1 square mile into which
residential section of this area is less than-
10-
-10The district
according to the 1970 census 21,628 persons were crowded.
suffered from the blight common to such areas all over urban America:
clinicians in social
The project staff was composed of experienced
psychoanalysis augmented by
work, psychology, nursing, pediatrics and
For each family
early childhood educators and research psychologists.
services and to
there was a "family team" whose function was to provide
The family
'record their work with and-observations of the families.
team members were a home visitor, pediatrician and developmental exhis
aminer, and as soon as the child was in daycare or toddler school,
staff members who observed the reguteacher. There were other research
and the daycare and toddler
lar pediatric and developmental examinations
Data colschool sessions but had no direct contact with the families.
observers were pooled
lected by both pirticipant and non-participant
components of
for the analyses reported here. There were four major
collected: the (1) home
the service around which research data were
and
visitor program (2) pediatric care (3) developmental evaluation
components has been fully
(4) daycare and toddler school. Each of these
described in The Challenge of Daycare and will be briefly summarized here.
11
12
of the family, the home visitor provided liaison between the home and
the center.
Pediatric Care:
well child examinations and the care of the children when they were sick,
from birth on.
months and thereafter at age 15, 18, 21, 24, 27 and 30 months.
There
of the ways
tions or concerns and inviting parents' opinions were some
in the health
in which parents were encouraged to participate actively
care of their children.
important.
and the psychological support were seen as
Pediatricians
i 4
-14-
better or
of human relationships. and how these influence learning for
worse
velopment.
elements at
the rationale behind the introduction of certain program
particular times, the handling of the separation experience for parents
and child, the staffing pattern planned in relation to the child's need
for continuity of care from a principal staff member and the importance
of recognizing the individuality of the child.
if much
In summary the educational approach was--to repeat an apt
strong efforts were made
used phrase--addressed to the whole child, and
intellectual and
to arrange experiences that would enhance physical,
emotional development.
Twelve study children. were in the daycare program for varying
early as 6 weeks of age, others not until well into their second year.
daycare, toddler school, the equivaFor five children who did not need
characteristics, was
lent of nursery school adapted to their age and
-held twice a week for an hour and a half with their mothers always
present.
-15-
formulations,
The accumulation of information as well as the
it was the core of the research
speculations and actions in respect to
is on the importance of the
effort, of course, but here the emphasis
Research mothers. Famiin the same hospital clinic used to select the
mother and race of parlies were matched on income, marital status of
All Comparison
ents; children were matched on sex and ordinal position.
children were full term and free from congenital defect or illness.at
J.
Follow-Up Study
In order to assess the long-term effects of the Yale Child Welfare
after the
Research Program, a follow-up study was carried out five years
in collaboration with
program terminated. This follow-up was conducted
colleagues in the
Edward Zigler, Ph.D. and Penelope Trickett, Ph.D.,
daycare and its
Yale Psychology Department with an interest in early
described here, but is reeffects. The Trickett follow-up will not be
ported. elsewhere (Trickett, 1979).
18
-18-
RESULTS
The data analysis for the Yale Child Welfare Research Program consisted of three major components.
Rather
these anthan being concerned with the overall impact of the project,
and
alyses probe the interdependency of family and child characteristics
families and
of analyses related to the characteristics of the Research
children at the five-year follow-up.
1.9
-19--
20
inventory sumcomponents:
and daycare.
staff members
21
-21and
of variance was used to examine group
Two-way
analysis
categories.
developmental quotient (TDQ), adaptive developsex differences on total
developmental quotient (LDS), each
(ADQ),
and
language
mental quotient
were matched, Group was treated
with a norm of 100. Because the groups
repeated measures analysis of variance.
subjects
factor
using
a
as a within
Gi
-22-
indistinguishable
procedures used to compare the two groups, they were
drive for mastery,
in terms of such characteristics as attention span,
relatedness to examiner, and presence of emotional problems.
MIS data.
scale items
Group differences on the 38 mother interview
4.052).
in the Research
mittent unemployment or a higher rate of underemployment
fathers made some economic contribution
group. However, more Research
It is worth noting
fathers (10 vs 8).
to the family than did Comparison
daycare in the intervention project,
that despite the availability of free
mothers worked (8 mothers).
the same number of Research and Comparison
as opposed to 8 Research
13 Comparison families were self-suporting,
supplementary benefits, although
-families supported without welfar,Ts. or
Finally, more Research children
this difference was not significant.
children (9 vs 5))
lived alone with their mothers than did Comparison
significant male figure (not the
and more Comparison children had a
(8 vs 4).
father) in contact with the family than did Research children
2P
language superiority
matching as a procedure, it makes the finding of
be.
in the Research group more compelling than it might otherwise
Nine Re-
-24-
mothers
had some or many problems in development, but only two Comparison
2
aspirations for school achievea main project goal was to foster parental
help parment and social advancement, an equally important goal was to
ents be realistic with regard to habit training, behavior, and development
accomplishments and to not demand overly mature behavior in these areas.
characteristics
project utilization:
Using a vari-
objects
(16% of variance) reflected zest and animation in response to
and people.
-25-
components analysis'
Six major factors were derived from a principal
accounting for 68% of the total variand varimax rotation Of the MIS,
variance) related to intactness of family group;
ance: Factor 1 (18% of
mother's level of attrainment in edFactor 2 (14% of variance) involVed
(13% of variance) pertained to physical
ucation and employment; Factor 3
environment; Factor 4 (9% of variance)
and emotional quality of the home
of the mother and mother's exloaded on both psychological adjustment
5 (8% of variance) perpectations and handling of her child; Factor
lastly, Factor 6 (6% of variance)
tained to neonatal and child health;
such as cognitive stimulation,
related to child-rearing characteristics
appeared to valiplay materials, and nurturance. This factor solution
of the scale, in that the major
date the rationale used in construction
the topic headings of the
factors described corresponded closely to
scale items.
-26esting relationships
program.
indices of project
Child TDQ was significantly related to three
developmental
utilization: parental invo lvement and interest in child
df=16, p 4.01)1 parental involvement and inexam performance (r=.62,
dfg=10, p ef_.01), and parental
terest in the daycare program (r..7O,
Thus,
.Z...05).
positive relation to the daycare staff (r=.67, df=10, p
child was closely linked with pargeneral cognitive competence in the
effective utilization of aspects of the inental involvement in and
tervention program.
:e7
-22-
indistinguishable
procedures used to compare the two groups, they were
drive for mastery,
in terms of such characteristics as attention span,
relatedness to examiner, and presence of emotional problems.
MIS data.
scale items
Group differences on the 38 mother interview
analyses.
G.052).
2P
seeking advice from the home visitor were all significantly inter.05).
correlated with each other (correlations of .57 to .79, df=10, pGof home visitors recommendaIt is interesting to note that mother's use
visitor variables.
tions was not closely related to these other home
significantly corHowever, use of home visitor recommendations was
psychological adjustrelated with rater's assessments of the mother's
The findings supports a widely
ment and coping (r=.72, df=lo, p G .01).
poorly adjusted clients have
held clinical impression that disturbed or
Alternatively, the finding might be interdifficulty utilizing advice.
professionals tend to regard clients
preted as showing that mental health
adjusted and present them as
who have difficulty using advice as poorly
Follow-Up Findings
obtained in
tained, long-term impact of the intervention program were
from the Trickett followboth the follow-up studies conducted. Findings
appear elsewhere in a separate
up will not be de.s.:ribed here, as they
however, that they show a
report (Trickett, 1979). It can be said,
continued effect of the intervention program on both child Peabody
-29-
children
Child Development Unit follow-up suggested that the Research
continued to function somewhat above the norm for inner-city, disad-
vantaged children. The average score for the 15 Research children tested
on the WISC-R was 91.8, with only a negligible 5 point superiority of
As can be seen in
with eight entirely selfon welfare had declined from nine to six,
At the time
supporting and three partially self-suppor.z.ing families.
-30-
in life
A qualitative assessment was made of general improvement
using these
twelve families had improved moderately in quality of life
eleven families showed clear evicriteria. At the time of follow-up,
life and expressed attidence of tangible improvements in quality of
Three others did not
tudes of a belief in a progressively better life.
happier in their personal life and
seem materially better off but seemed
have deteriorated in
more positive in outlook. Only one mother seemed to
The
-31-
factor scores for each child on the three CAS factors and six MIS
factors described above.
The best predictor of PPVT IQ was the MIS factor related to cog72% of the varnitive stimulation and play materials, accounting for
iance with a highly significant F ratio (F=39.511 df=1,
15, pL_.001).
LDQ at 30 months was the only other predictor variable which met the
G .01)
_criterion for entering the regression equation (F=7.081 df=2, 14, p
raising the PPVT variance accounted for to 82%.
Correlational analysis
(correlation of
with 30 month total DQ, adaptive DQ, and language DQ
PPVT IQ at follow-up was also positively
.76, .75, .77, df-15, p 4:.01).
behavior at the 30
correlated with mature, cooperative, and persistent
.01).
notably that higher IQ's were found in children from homes with more
cognitive and play enrichment.
Relationships between the follow-up WISC-R and the 30 month variables were complex.
30 months and
p. 2:-.01), whereas the correlation between Language DQ at
32
quite consistent
ance on perceptual-motor and form perception items was
measured
for these children from 21 to age 8 but'language proficiency as
did not preby the Yale Revised Developmental Schedules at 30 months
dict VIQ performance on the WISC.
stepwise multiple regression confirmed that PIQ was significantly predicted by 30 month ADQ (53% the variance in PIQ), but there were no
significant predictors of VIQ.
relation between WISC-R FIQ and CAS total at 30 months (r=.75, df-13,
p .4:.01).
Follow-up WISC FIQ was correlated .74 with the PPVT given in
There
tions of these data are that the skills measured by the WISC Verbal
scales are those most central to school achievement in reading, spelling, math, and general information; furthermore, attainment in these
skills was not well predicted by the variables measured at 30 months.
38
and WISC-R
of development at follow-up and PIAT total achievement score
.05).
VIQ (df=13, p
the child's
in school also seemed to contribute to her overall view of
development.(r=.531 df=13, p
Discussion
The Yale Child Welfare Research Program was designed as a servicestrongly influenced
centered longitudinal study, a choice of design that
its methodology.
This
or laboratory research but derived from a clinical orientation.
approach must be taken into account in considering the study's methods
and findings.
study
To amplify, the position taken in this research was that a
clinicians and
in the context of provision of services by experienced
to the goals of
educators would Provide very rich data, highly relevant
the children and parents over a
the project. We chose, also, to study
For
to
example, important material about the parents' own childhood came
Informalight especially around the relationship to the growing child.
tion-tended to become more personal and relevant as the contact continued
plistic conclusions.
As must be obvious,
data make its organization and analysis difficult.,
part of the data collected
the data preser.ttd here represent only a small
those data which were amenable to conventional
during the project -- namely
reference.
as the basis for forthcoming reports with a different frame of
The findings from the Yale Child Welfare Research Program constitute a modest but important addition to the literature documenting
disadvantaged families.
the effectiveness of early interventions for
broad scope, clinicallyThe research described here documents that a
child developoriented intervention program can be effective in fostering
A finding of particula]
-35-
to be the
The long term project impact on family patterns appear
decisions E.ad
change toward more autonomous control of Laportant life
As the ratings on quality
a striving for improved social circumstances.
families appeared to
of life indicated, the majority of the Research
improvements in their lives at the
have made significant and substantial
-36-
time of follow-up.
of many of the
attributed to the program, it was certainly the belief
family members, as well as of the project staff, that the program had
variety of programs
ficant project effects have been achieved .:.11 such a
crucial mediating
.-ith so many diverse approaches suggests that the
actors of many interventions may be interpersonal and motivational
ti7
-37-
-3843,
type.
39
References
Studies in New Haven,
Headstart graduates in school.
A Report on Lon0.tudinal EvaluaEd.
In Ryan, S.
Connecticut.
Abelson, W.
Washington, D.C.:
U.S.
Bronfenbrenner, U..
1974.
Clarke-Stewart, A.
1978.
1978.
Allyn and
Stimulation:
Development of Human Resources, Dec. 1977.
Syracuse, N.Y.:
40
-400 .
1968:302-312.
An Independent
The Yale Child Welfare kesearch Program.
Trickett, P.
Paper presented at Society for
Follow-Up Five Years Later.
Francisco,
Research in Child Development Biennial Meeting, San
March, 1979.
evaluations of
Zigler, E. & Trickett, P. I.Q. social competence, and
early childhood intervention programs. Am. Psychologist, Sept.
.
41
-414
Footnotes
-42-
Table
Language DQ
Ada five
Total DI
Boys
Girls
Research
Compar.
Group
Group
102.0
110.4
93.6
97.8
Research
Compar.
Research
Compar.
Group
Group
Group
Group
Boys
Girls
105.1
100,9
Boys
97.5
79.6
88,6
108.4
Girls
1023
94,7
98.5
* 99.4
85.5
107,8
105.3
98,1
106.2
101.5
*F
11 16 to 14.05, p
--
-43Table II
Project Start
Mothers'
Educational
'
Project End
Level
Source of
Support
7 self-supporting
1 supported by parents
9 on welfare
8 self-supporting
4 partially self-supporting
S on welfare
11 self-supporting
1 partially self-supportin,
2 on college grants
3 on welfare
Number of
17 had 1 child
14 had 1 child
2 had 2 children
children
1 had 3 children
10 had 1 child
4 had 2 children
in family
113