HIPPY Program Child Outcomes

Home Instruction for Parents of Preschool Youngsters (HIPPY) is an international home-based early childhood intervention program focused on parent-involved learning for preschool age children. The aim of the HIPPY program is to prepare children for long-term school success starting at kindergarten entry by empowering parents of three to five year-old children as their first and most important teachers.

HIPPY Programs aim to promote early and sustained school success HIPPY program participation has been associated with several immediate and long term benefits for young children. 

Research suggests that HIPPY is a promising early childhood intervention for improved school readiness including enhanced cognitive, language, and social skills, as well as longer-term educational performance in elementary and middle school. For a list of published research, click here

Expected HIPPY Program Outcomes for Children

Early Intervention and Child Outcomes

Medical and social science research suggests that the foundations of academic success and lifelong health are built in infancy & early childhood. Visit the Center on the Developing Child at Harvard University for more information.

Research has identified several facilitators that promote child health, development, and positive functioning. Documented benefits of high quality early childhood intervention include gains in academic achievement, educational progress, and labor market success, as well as reduced need for special education and lower rates of delinquency and crime. Source: Rand

Particularly important during infancy and early childhood are the following:

Measuring School Readiness

One of HIPPY’s specific areas of focus is preparing young children to successfully enter the formal school environment. Measuring school readiness outcomes begins with defining the areas and intended specific program outcomes assumed to be related to early school success.

Defining School Readiness

School Readiness is multifaceted and school success needs to be considered from a holistic perspective of child development, health, and functioning.

The National Educational Goals Panel (1995) identified five interrelated domains of children’s school readiness: (1) physical well-being and motor development, (2) social and emotional development, (3) approaches to learning, (4) language development, and (5) cognition and general knowledge.

A nationally representative longitudinal study (ECLS-K), teachers reported that the most essential qualities for children to be ready for kindergarten included being physically healthy, rested and well-nourished; displaying an ability to communicate needs, wants, and thoughts; and being enthusiastic and curious in approaching new activities.

“A child who is ready for school has a combination of positive characteristics: he or she is socially and emotionally healthy, confident, and friendly; has good peer relationships; tackles challenging tasks and persists with them; has good language skills and communicates well; and listens to instructions and is attentive. The positive effects that ECD programs have can change the development trajectory of children by the time they enter school. A child who is ready for school has less chances of repeating a grade, being placed in special education, or being a school drop-out.” The World Bank
“There is growing evidence about how critical the early years are to a child's development. It is becoming increasingly clear that the development of the brain in the early years is a pathway that affects physical and mental health, learning, and behavior throughout the life cycle. Evidences show that children who are well nurtured during this period tend to do better in school and stand a better chance of developing the skills required to contribute productively to social and economic development.” The World Bank

Recommended Measures of School Readiness

Standardized Instruments that are available to measure school readiness include the following areas: pre-academic knowledge and skills, and development in the cognitive, language, social-emotional, and motor domains.