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What is the flagship Home Instruction for Parents of Preschool Youngsters (HIPPY) program? The HIPPY program is an evidence-based program that works with families in the home to support parents, primarily mothers, in their critical role as their child’s first and most important teacher. HIPPY strengthens families and communities by empowering mothers to prepare their children for success in school. At the core of the HIPPY program is a structured home visit that: • Delivers a curriculum based on the needs of children to become school-ready; • Leverages role-play as an important method of teaching the skills needed to implement the child-centred curriculum; and • Features a peer Home Visitor system that enables mothers, who may be hard to reach because of social isolation, poverty, language, or other cultural issues, to feel comfortable participating in the program. The HIPPY program employs moms, often graduates of the program, as Home Visitors who then work with newcomer, refugee, and Indigenous mothers in their most important role – as their child’s first teacher. When paired with a Home Visitor, mothers develop their skills and gain confidence and self-esteem. The program builds bridges to the larger community, ending isolation and helping mothers take steps to prepare their kids for success in school. Home Visitors receive weekly training, employment experience, and career mentoring that supports them in their transition to other work or higher education. The HIPPY program’s holistic approach benefits home visitors, mothers, and their families. The HIPPY program started in Israel more than 40 years ago. It is now in 11 countries around the world.

Who may sponsor a HIPPY program? HIPPY programs are operated by a variety of institutions and agencies including school districts, preschool programs, department of health, housing authorities, children welfare and other community-based organizations.

What does HIPPY cost? Costs to the community agency are approximately $3,000 per child, per year. HIPPY is free to the parents who participate.

How many children need to be enrolled the first year and each subsequent year? A model program enrolls 60 the first year and 60 additional children each year. By year three, a program will deliver all three ages (3-5) curriculums up to 180 children. The minimum allowable annual enrollment is 45 children. Studies have shown that smaller programs have less viability, per child cost is excessive and they are not as effective.

How many years can a Home Visitor stay with a HIPPY program? It is strongly recommended that home visitors are employed no longer than three years. The model calls for a home visitor to enter the program with a child the same age as the cohort being served. New home visitors every three years helps ensure a fresh and energized perspective, eliminate staff “burn-out”, and fosters the economic development of the community.

Are programs ever adapted to the local environment? The HIPPY model can be quite flexible in cases where adaptations are deemed necessary due to local conditions. However, there are core elements that are essential to effective programming that must be included.

Is there a need to role play each week? Is there a need to role play all the activities? Yes. Role play has a dual purpose. It is the method of instruction, but it is also the only way to really check for full comprehension. It is essential to make sure that the home visitors fully comprehend the lessons before they work with the parents; and it is essential to confirm that the parents fully understand how to make the lesson meaningful for their child. The only way to be sure of these aspects is by completely role playing all the activities in the weekly packet.

Do programs have to start with the Age 3 curriculum? It is recommended that programs implement Age 3, although it is possible to start with the Age 4 curriculum. Beginning implementation with Age 3 is desirable for several reasons, including the importance of a rich educational environment for children as early as possible; a greater length of time to prepare children for success in school and in life; the younger the age of the child, the easier it is to engage parents in educational activities involving their child; and the increased potential for developing good habits (both children and parents).

Do programs have to provide the Age 5 curriculum? Programs are required to offer the Age 5 curriculum to all parents. Participation in the Age 5 curriculum subtly suggests and guides parents to the conclusion that they are, and still should be, actively involved in their children’s education. Enrollment in the Age 5 curriculum increases the likelihood of greater and longer-term gains for the children. Children must have completed Age 4 in order to receive the Age 5 curriculum.

Are the storybooks ever collected back from the families and re-used with other children? No. The storybooks become the property of the children. The parents are requested to read and re-read the books to the HIPPY child as many times as the child desires. For some families, HIPPY introduces literacy into the home. In the event a family drops out before the end of the school year, the storybooks already distributed may be that child’s only path to reading for pleasure.

What roles can a volunteer organization play? Volunteer organizations, such as the National Council of Jewish Women, Junior League and Kiwanis, support HIPPY programs in a variety of ways, depending on local needs and interests. Volunteers often become involved with HIPPY during the initial stages of implementation, frequently serving as catalysts. In existing programs, volunteers often assist with field trips, groups meetings and graduation ceremonies. Volunteers can also help make invaluable program connections: they serve on advisory committees and assist with advocacy, fund raising and public relations.

Has HIPPY worked with Syrian and other Refugees? Canada has generously welcomed more than 40,000 refugees since 2015 and the HIPPY program staff have been there to welcome them. We have found families who are struggling with re-settlement issues relating to post-traumatic stress, language barriers, isolation, and often low first-language literacy. Our goal is to ensure refugee children have the best possible chance of success. Our early research is showing that the HIPPY program is very effective intervention for meeting the diverse and complex needs of the newly arrived refugees.

Combien y a-t-il de sites HIPPY au Canada ? Combien de mères reçoivent-elles de l’aide à chaque site ? En 2023, le Centre Mothers Matter comptait 30 sites offrant le programme HIPPY multiculturel, 4 sites offrant le programme HIPPY autochtone et 4 sites offrant d’autres programmes HIPPY (SELF) à travers le pays.

Who benefits from the Mothers Matter Centre’s HIPPY program? Children in the HIPPY program show improved school readiness, school performance, English skills, reading abilities, school behaviour, self-esteem and self-confidence. Mothers in the HIPPY program say they have better relationships with their kids and increased self-confidence. They feel less isolated, have the confidence to be more actively involved in their children’s schools, spend more time with their children to help them learn, and have expanded their social networks. HIPPY Home Visitors often get their first Canadian job experience through HIPPY, after facing multiple employment barriers. Home Visitors receive training, employment skills, and transition support to graduate to other jobs and higher education, following their three-year, work-to-learn position. Once isolated themselves, Home Visitors are now highly-employable who contribute to the economic well-being of their families and communities.

Comment savons-nous que le programme HIPPY fonctionne ? Le programme HIPPY est reconnu à travers le monde comme étant un programme fondé sur des preuves. Voici quelques résultats résumés, avec des exemples d’études récentes qui attestent chaque résultat positif : 1. Nette amélioration, peu après l’intervention, des compétences en lecture et en langue A.L. Brown et J. Lee. « Evaluating the efficacy of children participating in Home Instruction for Parents of Preschool Youngsters and Head Start » (Évaluation de l’efficacité des enfants participant au programme Home Instruction for Parents of Preschool Youngsters et au programme Head Start), Journal of Early Childhood Research, 2015, 1476718X15577006.[/note], des aptitudes mathématiques C. Van Tujil et P. P. M. Leseman. « Improving mother-child interaction in low-income Turkish-Dutch families : A study of mechanisms mediating improvements resulting from participating in a home-based preschool intervention program » (Amélioration de l’interaction mère-enfant dans les familles turco-néerlandaises à faible revenu : Une étude des mécanismes médiateurs des améliorations résultant de la participation à un programme d’intervention préscolaire à domicile), Infant and Child Development, vol. 13, no 4, 2004, p. 323-340[/note], et des rapports avec les pairs [note]T. Barnett, F. D. Roost et J. McEachran. « Evaluating the effectiveness of the home interaction program for parents and youngsters (HIPPY) » (Évaluation de l’efficacité du programme d’interaction à domicile pour les parents et les jeunes [HIPPY]), Family Matters, vol. 91, no 1, 2012, p, 27-37.[/note]. 2. À long terme, des taux plus élevés de fréquentation scolaire [note] A. L. Brown. « The impact of early intervention on the school readiness of children born to teenage mothers » (L’impact d’une intervention précoce sur la préparation à l’école des enfants né-e-s de mères adolescentes), Journal of Early Childhood Research, vol. 13, no 2, 2013, p. 181-195.[/note], de fréquentation au niveau postsecondaire C. Kagitcibasi, D. Sunar, S. Bekman, N. Baydar, et Z. Cemalcilar. « Continuing effects of early enrichment in adult life : The Turkish Early Enrichment Project 22 years later » (Effets continus de l’enrichissement précoce dans la vie adulte : Le projet turc d’enrichissement précoce 22 ans plus tard), Journal of Applied Developmental Psychology, vol. 30, no 6, 2009, p. 764-779., de transfert des avantages du programme aux frères et sœurs plus jeunes S. Chatterji. « The Long-Term Effect of the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program on Academic Achievement : Evidence from a School District in Texas (May) » (L’effet à long terme du programme HIPPY [Home Instruction for Parents of Preschool Youngsters] sur les résultats scolaires : Éléments de preuve d’un district scolaire au Texas en mai), projet de thèse à l’Université Stanford, 2014, et de réussite en mathématique M. A. Jacobson, Q. Chen, U. Johnson et S. Dier. « Impact of HIPPY on home learning environments of Latino families » (Impact de HIPPY sur les environnements d’apprentissage à domicile des familles originaires de l’Amérique latine) Early Childhood Research Quarterly, vol. 26, no 3, p. 268-277.[/note]. 3. Les parents améliorent leur rapport parent-enfant D.K. Palladino. « Evaluation of the 2014-15 Home. Instruction for Parents of Preschool. Youngsters (HIPPY) Program » (Évaluation du programme HIPPY [Home Instruction for Parents of Preschool Youngsters] 2014-15), Département de l’évaluation, Dallas Independent School District, leurs rapports avec l’école, d’autres membres de la famille et de la communauté U. Y. Johnson, V. Martinez-Cantu, A. L. Jacobson et C.-M. Weir. « The Home Instruction for Parents of Preschool Youngsters Program’s Relationship with Mother and School Outcomes » (La relation entre le programme HIPPY et les retombées par rapport au lien avec la mère et les résultats à l’école), Early Education & Development, vol. 23, no 5, 2012, p. 713-727, ainsi que leur estime de soi, leurs connaissances et leur confiance dans leurs compétences parentales, D. M. Necoechea « Children at-risk for poor school readiness : The effect of an early intervention home visiting program on children and parents » (Enfants à risque d’une mauvaise préparation scolaire : L’effet d’un programme d’intervention précoce de visites à domicile sur les enfants et les parents). Thèse de doctorat, 2007, Sciences humaines et sociales.[/note]. 4. Comparés à d’autres parents n’ayant pas participé au programme HIPPY, après deux ans de programme, les parents HIPPY étaient : - Plus susceptibles de pouvoir compter sur des revenus d’emploi ; - Moins susceptibles de puiser dans leurs économies ; - Moins susceptibles de devoir compter sur l’aide gouvernementale. Prairie Research Associates (PRA) Inc. « Evaluation of the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program » (Évaluation du programme d’instruction à domicile pour les parents d’enfants d’âge préscolaire [HIPPY]), 14 octobre 2015. HIPPY USA figure dans le Social Impact Exchange et le S&I 100 (un index des 100 meilleurs organismes américains à but non lucratif ayant une incidence sociale favorable). À la suite de recherches prouvant les résultats positifs du programme auprès des enfants et parents, les gouvernements néo-zélandais et australien ont récemment financé une augmentation importante du financement pour le programme HIPPY.

Quelle différence des programmes comme HIPPY font-ils dans la société ? On estime que chaque dollar investi dans les premières années de la vie d’un enfant peut épargner jusqu’à 9 dollars en dépenses futures dans le système de santé. En améliorant le niveau de littératie de 1 % au Canada, la productivité économique nationale du Canada devrait augmenter de 2,5 % ce qui pourrait représenter une économie de 18 milliards de dollars par an. (disponible en anglais uniquement). Trois études confirment qu’une intervention auprès d’enfants à risque comprenant des services gratuits d’éducation de la petite enfance d’intensité variable, souvent associés à des services parentaux apportent de bons résultats. [note] Chicago Child-Parent Centers (CPC), programme Abecedarian et l’étude de l’école maternelle. De multiples avantages ont été relevés dans ces études, notamment : •Une augmentation du QI ; •Une diminution des inscriptions dans l’éducation spécialisée ; •Un taux plus élevé d’obtention de diplômes d’études secondaires ; •Moins de dépendance à l’égard de l’aide sociale ; •Un taux de grossesse chez les adolescentes plus faible ; •Un taux de mariage plus élevé ; •Une baisse marquée de la criminalité ; •Une amélioration des performances longitudinales en matière de littératie et de numératie ; •Une réduction des cas de maltraitance des enfants. D’un point de vue purement économique (sur la base de l’analyse de l’étude de l’école maternelle Perry), le taux de rendement annuel pour chaque enfant qui participe à l’étude de l’école maternelle Perry est de 4 % ; ce taux est de 12 % pour la société dans son ensemble, ce qui donne un taux de rendement annuel total de 16 %. (disponible en anglais uniquement).

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