Background: Social emotional learning (SEL) in early childhood is an important indicator of developmental, academic, and mental health outcomes in adolescence and adulthood. The Georgia Home Visiting Program provides home visiting services to parents of children five years and younger in order for them to raise socially and emotionally healthy children. When the COVID-19 pandemic began in March 2020 these services were moved online.
Methods: Study participants included 252 clients who were active in home visiting programs in Georgia between November 15, 2019 and February, 18 2022, and completed a brief online survey between November 15, 2021 and February 18, 2022. Thirteen indicators of perceived impact of home visiting on child SEL, rated from one (significantly worsened) to five (significantly improved), were collected and averaged as the primary outcome. A multiple linear regression was used to evaluate the correlation between the outcome and type of home visiting received (in-person, virtual, or both in-person and virtual). Ordinal logistic regression was used to evaluate the relationship between type of home visiting received and each individual indicator of perceived impact of home visiting services on child SEL.
Results: The average rating of percieved impact of home visiting on child SEL was 4.56, indicating a moderate to significant improvement in child SEL. Receiving in-person home visits was correlated with an improvement in average perceived impact of home visiting on child SEL by 0.10 points compared to those who received both in-person and virtual visits and 0.20 points compared with only virtual. Participants were 1.57 and 1.92 times more likely to report a higher improvement in knowledge of activities and resources (respectively) related to child emotional development when they received in-person visits compared to virtual.
Conclusion: Home visiting improves child SEL in children under six, with greater improvement found for in-person home visits. This demonstrates that home visiting is an effective way to improve SEL in early childhood and should be delivered in-person for the greatest impact.
Table of Contents
Review of Literature. 3
Appendix A: Perceived Impact of Home Visiting Services on Child SEL Indicators. 33
Appendix B: Linear Regression Model Summary: Association Between Type of Home Visit and Average Rating of Perceived Impact of Home Visiting on Child SEL Among Clients of MIECHV-Funded PAT and HFG Home Visiting Programs in Georgia With All Possible Covariates Included in the Model 34
Appendix C: Linear Regression Model Summary: Association Between Type of Home Visit and Average Rating of Perceived Impact of Home Visiting on Child SEL Among Clients of MIECHV-Funded PAT and HFG Home Visiting Programs in Georgia With All Possible Covariates Included in the Model With All Possible Confounding Variables Included. 36
Appendix D: Ordinal Logistic Regression: Chunk Test For All Possible Interaction Terms Conducted for Each Individual Indicator of Perceived Impact of Home Visiting on Child SEL In Association With Type of Home Visit Received. 37
Appendix E: Ordinal Logistic Regression: Confounding Assessment of the Association Between Individual Indicators of Perceived Impact of Home Visiting on Child SEL and Type of Home Visit Received. 38
Appendix F: Ordinal Logistic Regression: Score Test to Test the Proportional Odds Assumption for the Relationship Between Each Individual Indicator of Perceived Impact of Home Visiting on Child SEL and Type of Home Visit Received. 39
About this Master's Thesis
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|Perceived Impact of Georgia Home Visiting on Social Emotional Learning in Children Five Years and Younger ()||2022-04-19 11:26:47 -0400||