Abstract:

The arguments for strategies which prepare children from disadvantaged communities for school are now clear, given research which clearly indicates such children will often commence school behind their peers, a deficit which becomes increasingly difficult to address and leads to longer term economic and social disadvantage. Various countries are attempting a range of strategies to assist these children and their families, including the HIPPY program which addresses the pre-school child’s educational disadvantage as well as assisting the parents in their role as the child’s first teacher. Australia and Turkey are amongst the countries to implement programs utilizing HIPPY principles. This paper reports on recent Australian research which demonstrates that, compared with Australian norms and a comparison group, HIPPY closes the literacy and numeracy gap between disadvantaged children and their peers by the time they enter school. Children utilizing HIPPY had fewer problems in relating to their peers. Parents felt more comfortable in their role, and their parenting style became significantly less angry or hostile. Activities jointly involving parents with their children increased, both in the home and outside in the community. School teachers reported that children who had completed HIPPY were more involved with the school and with their child’s learning than other parents, and the children were performing well at school.

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