Early Childhood Programs and Practices: Home Visitation

Early Childhood Programs and Practices: Home Visitation
Written by
Rina Gratz
Published on
June 6, 2024

This practice can play a valuable role in early care and education (ECE) by providing support, resources, and guidance to families in their own homes and bridging the connection between home and more formal early care and education settingsi. These programs typically involve trained professionals, caregivers, or educators visiting families to offer a range of services aimed at promoting child development, supporting parenting practices, and fostering positive family outcomesii. Home visitation programs aim to improve outcomes by providing personalized assistance tailored to the specific needs of the individuals or families involvediii. By integrating home visitation programs with ECE initiatives, communities can provide comprehensive support to children and families, promote positive child outcomes, and strengthen families' capacity to support their children's development and learning from birth through the early years.  

Home visitation intersects with ECE in a variety of ways and for multiple purposes:

  • Parenting support and education helps caregivers build strong, nurturing relationshipsiv with children and families and promote healthy developmentv. Home visitors provide families with information on child development, age-appropriate activities, positive discipline techniques, and strategies for fostering early literacy and school readiness skills.
  • Developmental screening and assessment identify children who may be at risk for developmental delays or disabilitiesvi. This early identification allows for timely intervention and support to address children's developmental needs, enhancing their chances for success in school and beyond.
  • Early learning and development activities engage children and caregivers to promote cognitive, language, and social-emotional developmentvii. Home visitors bring books, toys, and educational materials to encourage interactive play, exploration, and learning opportunities within the home environment.
  • Health and wellness support addresses families' health and wellness needs and provides information on nutrition, safety, preventive healthcare, and access to community resourcesviii. Home visitors offer guidance on creating a safe and healthy home environment that supports children's overall well-beingix.
  • Family goal setting and planning is a collaborative process to identify strengths, needs, and goals for children's development and well-beingx. Together, home visitors and families develop personalized family goals and action plans to address challenges, build on strengths, and achieve positive outcomes for the entire family.
  • Linkages to community servicesxi including childcare, early intervention services, healthcare, mental health services, housing assistance, and social services are provided by home visitors, who serve as advocates for families and help navigate the complexities of accessing resources and support systems.
  • Cultural and linguistic responsive services that honor families' values, beliefs, and traditions demonstrate a home visitor’s respect for diverse family backgrounds and may be offered in families' preferred languagesxii.
  • Continuity of care and transition support xiii is provided by home visitors as children and families move between home-based settings and formal early care and education programs through the early years and until kindergarten. Home visitors collaborate with childcare providers, preschools, and schools to ensure continuity of care, share information about children's strengths and needs, and support successful transitions.

Resources Required

The personalized nature of home visitation can be especially beneficial for populations who may face barriers to accessing traditional services or who may benefit from support in their familiar environment. Coordination with community agencies, organizations and stakeholders such as hospitals, pediatricians, and social service providers is key to ensuring that all families that can benefit from home visitation are informed, connected to and assisted in availing of the opportunity.

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1 Duffee, J. H., Mendelsohn, A. L., Kuo, A. A., Legano, L.A., Earls, M. F., Chilton, L. A., ... & COMMITTEE ON CHILD ABUSE ANDNEGLECT. (2017). Early childhood home visiting. Pediatrics, 140(3).

2 Stoltzfus, E., & Lynch, K. E. (2009). Home visitation forfamilies with young children. Washington, DC: Congressional ResearchService.

3 Korfmacher, J., Green, B., Staerkel, F., Peterson, C., Cook, G.,Roggman, L., ... & Schiffman, R. (2008, August). Parent involvement inearly childhood home visiting. In Child & Youth Care Forum (Vol. 37,pp. 171-196). Springer US.

4 Bower,K.M., Nimer, M., West, A.L. et al. Parent Involvement in Maternal,Infant, and Early Childhood Home Visiting Programs: an Integrative Review. PrevSci 21, 728–747 (2020). https://doi.org/10.1007/s11121-020-01129-z

5 Ferguson, J.M., Vanderpool, R.C. Impact of a KentuckyMaternal, Infant, and Early Childhood Home-Visitation Program on Parental RiskFactors. J Child Fam Stud 22, 551–558 (2013). https://doi.org/10.1007/s10826-012-9610-4

6 Hirai, A. H., Kogan, M. D., Kandasamy, V., Reuland, C., &Bethell, C. (2018). Prevalence and variation of developmental screening andsurveillance in early childhood. JAMA pediatrics, 172(9),857-866.

7 Foster, C. D. (2018). Perceptions of the Home VisitationProgram in Early Childhood Education (Doctoral dissertation, NorthcentralUniversity).

8 Azzi-Lessing, L. (2011). Home visitation programs: Criticalissues and future directions. Early Childhood Research Quarterly, 26(4),387-398.

9 Salvy, S.-J. ., de laHaye, K., Galama, T., & Goran, M. I. (2016). Home visitation programs: anuntapped opportunity for the delivery of early childhood obesity prevention. ObesityReviews, 18(2), 149–163. https://doi.org/10.1111/obr.12482

10 Ammerman, R. T., Stevens, J., Putnam, F. W., Altaye, M.,Hulsmann, J. E., Lehmkuhl, H. D., ... & Van Ginkel, J. B. (2006).Predictors of early engagement in home visitation. Journal of FamilyViolence, 21, 105-115.

11 Folger, A. T., Brentley, A. L., Goyal, N. K., Hall, E. S., Sa,T., Peugh, J. L., ... & Ammerman, R. T. (2016). Evaluation of acommunity-based approach to strengthen retention in early childhood homevisiting. Prevention Science, 17, 52-61.

12 Hiratsuka, V. Y., Parker, M. E., Sanchez, J., Riley, R., Heath,D., Chomo, J. C., ... & Sarche, M. (2018). Cultural adaptations of evidence‐basedhome‐visitationmodels in tribal communities. Infant mental health journal, 39(3),265-275.

13 Sayers, R. C., Dore, R., Purtell, K. M., Justice, L., Pelfrey,L., & Jiang, H. (2021). Supporting Children and Families During theKindergarten Transition: Connection-Focused Home Visiting. In SupportingChildren’s Well-Being During Early Childhood Transition to School (pp.139-164). IGI Global.

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