EHLS at School
The original Early Home Learning Study (EHLS) aimed to identify the best way to support parents experiencing difficult social circumstances to create a rich home learning environment for their young children. This three-year study was conducted at the Parenting Research Centre, in partnership with and funded by the Victorian Department of Early Education and Childhood Development. More than 2000 Victorian parents of children aged from birth to three years were involved in the randomised controlled trial of the parenting support program smalltalk.
The findings showed that, compared to controls, smalltalk participants had greater gains in parent-child interactions, the home environment and children's communication and social skills at the end of program delivery and at 5-month follow-up.
EHLS at School follows the original EHLS cohort up at 7 years of age. In Australia, 23 per cent of children entering primary school have failed to acquire the developmental skills essential for success in the school environment. Children from socially and economically disadvantaged families are particularly vulnerable to poorer development of early socio-emotional, language and cognitive skills. We will examine whether positive early effects of the smalltalk program are sustained to early school-age.
The EHLS at School study has been funded by a National Health and Medical Research Council Partnership Project between the research team at La Trobe University, Murdoch Childrens Research Institute, Deakin University, and Queensland University of Technology and the Victorian Department of Early Education and Childhood Development.
EHLS at School will commence data collection in 2015, and follow-up children when they turn 7 years old (between 2015 and 2018). In addition, we will link to routinely collected Victorian data from the School Entry Health Questionnaire and English Online Interview, which parents and teachers complete when children enter school at age five, and academic results from the National Assessment Program – Literacy and Numeracy (NAPLAN) at Grade 3 and 5.
The study aims to:
- Investigate the effects of smalltalk on children's school readiness (age 5), social and emotional development (age 7), and academic functioning (ages 5-10).
- Investigate whether initial gains in parent-child interactions and the home environment are maintained to age 7.
- Identify the program attributes of smalltalk (program intensity, quality and timing) associated with gains in parent-child interactions, the home environment and child outcomes.
- Determine the financial, health and education costs and benefits of smalltalk.
- Examine whether the benefits of smalltalk are affected by individual child and family factors such as temperament, self-regulation, and parent and family contextual factors.
La Trobe University (Transition to Contemporary Parenthood Program, Judith Lumley Centre)
- Professor Jan Nicholson
- Dr Elizabeth Westrupp
- Dr Naomi Hackworth
- Ms Shannon Bennetts
Murdoch Childrens Research Institute, Melbourne
- Professor Sheena Reilly
- Dr Fiona Mensah
- Dr Penny Levickis
Deakin University, Melbourne
- Associate Professor Lisa Gold
Queensland University of Technology
- Professor Donna Berthelsen.
National Health and Medical Research Council Partnership Project Grant with the Victorian Government Department of Education and Training (DET, formerly the Department of Education and Early Child Development).
Dr Elizabeth Westrupp
Phone: +61 3 9479 8706