Currículo

Aliados para tener un bebé sano

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Resumen

Aliados para tener un bebé sano presenta materiales para los visitadores del hogar y las familias que promueven el desarrollo infantil y el bienestar de la familia. El currículo está organizado en torno a las edades de los niños y los temas que los visitadores pueden utilizar para apoyar el aprendizaje adecuado a la edad y el desarrollo familiar.

Resumen de la evaluación del currículo

  • Promueve prácticas de crianza de los hijos basadas en la investigación para apoyar el desarrollo y aprendizaje de los niños en todos los dominios del Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF, sigla en inglés).
  • Proporciona orientación específica a los visitadores del hogar sobre las maneras de comprometer a las familias para que forjen una relación con sus hijos.
  • Fomenta oportunidades para que los bebés y los niños pequeños participen en el movimiento, el juego y la exploración.
  • Incluye orientación general sobre cómo establecer y respaldar las metas a nivel familiar.
  • Proporciona orientación general para la observación continua de los niños.
  • Promueve pocas prácticas basadas en la investigación sobre las visitas al hogar para crear vínculos positivos y receptivos con las familias.
  • Carece de metas específicas de aprendizaje para el desarrollo y el aprendizaje de los niños.
  • Proporciona una orientación limitada para que los visitadores del hogar y las familias planifiquen conjuntamente las visitas al hogar y la socialización en grupo.
  • Carece de orientación sobre interacciones y experiencias de aprendizaje culturalmente receptivas.
  • Proporciona una orientación limitada sobre cómo apoyar el desarrollo y el aprendizaje de bebés y niños pequeños que aprenden en dos idiomas (DLL, sigla en inglés).
  • Carece de orientación sobre cómo garantizar que el entorno del hogar, los materiales de aprendizaje y las experiencias de aprendizaje sean accesibles para los niños con discapacidades, sospechas de retraso u otras necesidades especiales.
  • Proporciona una orientación mínima sobre cómo adaptar las visitas al hogar para responder a las fortalezas y necesidades individuales de los niños.
Website: https://cpeip.fsu.edu/phb/

Detalles

Cost of Curriculum

Primer año del bebé: Meses 1 a 12: $175/visitador del hogar

Segundo año del bebé: Meses 13 a 24:$175/visitador del hogar

Tercer año del niño: Meses 25 a 36: $175/visitador del hogar

 

Folletos para el primer año: $26/familia

Folletos para el segundo año: $19.50/familia

Folletos para el tercer año: $19.50/familia

Cost of Professional Development

Curso presencial de tres días: $595/participante

Comuníquese con el editor para obtener la información más actualizada sobre los costos del currículo y las ofertas actuales de desarrollo profesional.

Availability in Other Languages

Los folletos para padres están disponibles en español por un costo adicional:

Primer año del bebé: Meses 1 a 12 Folletos para padres: $28/familia

Segundo año del bebé: Meses 13 a 24 Folletos para padres: $21/familia

Tercer año del bebé: Meses 25 a 36 Folletos para padres: $21/familia

Target Age

Programas basados en el hogar para madres embarazadas y para niños desde el nacimiento hasta los 36 meses

Curriculum Materials Reviewed by Raters

Los materiales de Aliados para tener un bebé sano se compraron y se revisaron en 2018. Entre estos materiales se encontraban:

  • Primer año del bebé: Meses 1 a 12
  • Segundo año del bebé: Meses 13 a 24
  • Tercer año del niño: Meses 25 a 36

Evaluación y valoraciones

¿Qué significan las valoraciones?

  • Four star rating graphic Evidencia completa
  • Three star rating graphic Evidencia moderada
  • Two star rating graphic Evidencia mínima
  • One star rating graphic Sin evidencia

Criterio 1

Base empírica para los resultados del niño

La evidencia de la investigación demuestra que el currículo se ha asociado con los resultados positivos del niño. El currículo ha sido implementado y estudiado directamente en programas de visitas al hogar de la primera infancia, y la investigación ha demostrado efectos positivos y significativos en los resultados del niño. Se han obtenido pruebas de eficacia en estudios de investigación rigurosos, como ensayos controlados aleatorizados o diseños de regresión discontinua. Los estudios de investigación sobre el currículo han incluido de manera óptima varios grupos diversos de niños y familias.

One star rating graphicSin evidencia

At the time of this review, no research studies that evaluate the curriculum's effect on child outcomes have been published in peer-reviewed journals. Although one program evaluation mentioned this curriculum, the study also mentioned the use of other home visiting curricula (Kirkland & Mitchell-Herzfeld, 2012). Outcomes from this evaluation are omitted in this review because the effects were not clearly linked to use of Partners for a Healthy Baby. Some evidence indicates that use of this curriculum was associated with a reduction in rates of low birth weight (e.g., Lee et al., 2009) and maternal depression (DuMont et al., 2008). However, more rigorous research is needed in order to establish evidence for positive effects of the Partners for a Healthy Baby curriculum on child outcomes.

For more information on Partners for a Healthy Baby as a parenting curriculum, see the Home-Based Parenting Curriculum Database.

References:

DuMont, K., Rodriguez, M., Mitchell-Herzfeld, S., Walden, N., Kirkland, K., Greene, R., & Lee, E. (2008). Effects of Healthy Families New York on maternal behaviors: Observational assessments of positive and negative parenting. Rensselaer, NY: New York State Office of Children and Family Services.

Kirkland, K., & Mitchell-Herzfeld, S. (2012). Final report: Evaluating the effectiveness of home visiting services in promoting children's adjustment in school. Washington, DC: Pew Center on the States.

Lee, E., Mitchell-Herzfeld, S., Lowenfels, A., Green, R., Dorabawila, V., & DuMont, K. (2009). Reducing low birth weight through home visitation: A randomized controlled trial. American Journal of Preventive Medicine, 36(2), 154–160.

Criterio 2

Currículo basado en la investigación

El currículo proporciona contenido basado en la investigación y las prácticas de crianza para apoyar el desarrollo y el aprendizaje de los niños. Un currículo de visitas al hogar basado en la investigación es consistente con la investigación sobre prácticas eficaces de visitas al hogar y de crianza. Específicamente, promueve las prácticas de visitas al hogar y las interacciones que la investigación ha demostrado que son eficaces para involucrar a los padres y a las familias. Además, un currículo de visitas al hogar basado en la investigación promueve el conocimiento sobre la crianza, las actitudes y las prácticas que se han demostrado y que apoyan el aprendizaje y el desarrollo de los niños.

Three star rating graphicEvidencia moderada

Home Visiting Practices and Interactions: Partners for a Healthy Baby promotes a few home visiting practices and interactions that research has shown to be effective in engaging parents. For example, the curriculum includes specific information on how a home visitor can facilitate parent-child interactions and address child development. Additionally, the "Detailed Information Pages" provide guidance to parents on how to communicate with families about a pre-chosen topic, with specific open-ended questions to start the conversation. However, while the "User's Guide" calls out the importance of key research-based home visiting practices and interactions (e.g., "build a trusting relationship," "empower the family," "address the family's concerns first," "be observant"), it lacks specific guidance for home visitors on how to engage in these practices. In addition, the curriculum provides minimal guidance on how to address a family's needs and follow their lead to jointly plan home visits that build on the family's strengths and needs. The topics for the "Purposes" are predetermined, and the home visit planning process that is outlined in the "User's Guide" includes very little family input. 

Parenting Practices: The curriculum promotes research-based parenting practices to support children's development and learning. For example, many of the handouts throughout the curriculum encourage parents to engage in sensitive, responsive interactions with children (e.g., contingently responding to a child's cues). The curriculum also provides guidance for parents on how to model and support the development of children's social skills, emotional regulation, and cognitive skills. It supports families to promote a language and literacy-rich environment (e.g., "Talking with your baby;" "Making more time for books"), but less consistent guidance is offered on use of the home language throughout the curriculum. Many of the parent handouts and "Detailed Information Pages" for home visitors focus on using routines such as mealtime and naptime as opportunities for learning. Additionally, the curriculum mentions the importance of following a child's lead and provides guidance on how to support children's active exploration and play (e.g., the "Watch My Skills Grow" series). It emphasizes the importance of setting up the home to create a safe play environment and provides suggestions for how to use materials in the home to support children's active play and exploration.

Criterio 3

Alcance y secuencia

El currículo incluye un alcance y una secuencia organizados del desarrollo para apoyar el aprendizaje de los niños. El alcance y la secuencia describen en qué se enfoca el currículo y de qué manera los planes y los materiales apoyan a los niños en los diferentes niveles del desarrollo. El alcance se refiere a las áreas de desarrollo abordadas en el currículo; la secuencia incluye planes y materiales para experiencias de aprendizaje que van progresivamente de menor a mayor complejidad, con la meta de apoyar a los niños mientras avanzan a través de las progresiones del desarrollo. Un currículo rico en contenido garantiza que las secuencias de experiencias de aprendizaje incluyan múltiples oportunidades relacionadas para que los niños exploren un concepto o una habilidad con una profundidad cada vez mayor. Las secuencias de experiencias de aprendizaje deben ser flexibles para responder a los intereses, las fortalezas y las necesidades individuales de los niños.

Three star rating graphicEvidencia moderada

Scope: The curriculum identifies four developmental domains in the "Scope and Sequence" section of "Baby's/Toddler's Development:" Language and Literacy; Social Emotional Development; Developmental Skills; and Play, Learning, and Cognition. The domain "Developmental Skills" does not clearly identify a particular area of development, but focuses generally on observing and reflecting on new skills that the baby/toddler develops. The "Watch Me Grow!" parent handouts provide a broad introduction to child development under the following four domain categories: Motor, Language, Thinking, and Feeling. The varying naming conventions for domains throughout the curriculum do not allow for a clear connection between the curriculum materials (e.g., parent handouts) and the domains listed in the "Scope and Sequence."

Sequence: Partners for a Healthy Baby provides a sequence of learning experiences that supports children as they build knowledge and skills in each of the ELOF domains, with materials organized by child's age, from 1 to 36 months. For example, in a series of handouts (e.g., "Watch My Motor Skills Grow," "Watch My Thinking Skills Grow," "Watch My Language Skills Grow," "Watch My Social Emotional Skills Grow," and "Watch My Play Skills Grow"), the curriculum includes tips to support children's learning and development at different age levels from birth to 36 months. The curriculum offers multiple, related opportunities for children to explore or learn concepts or skills in the ELOF domains of Approaches to Learning, Language and Communication, and Cognition. However, the curriculum lacks a variety of experiences that provide children with ample opportunities to build skills in the domain of Perceptual, Motor, and Physical Development and in some areas of Social and Emotional Development, such as Relationships with Other Children and Sense of Identity and Belonging. Additionally, the curriculum does not provide clear guidance on how home visitors can use the sequences of learning experiences in ways that allow for flexibility based on the interests, strengths, and needs of children.

Criterio 4

Alineación con el Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF)

El currículo está alineado con el Marco de Head Start sobre los resultados del aprendizaje temprano de los niños (ELOF, sigla en inglés). Alinear un currículo con el ELOF determina el grado en que los dominios y subdominios del ELOF se abordan en el currículo. Los currículos que están totalmente alineados con el ELOF son integrales y abarcan todas las áreas de aprendizaje y desarrollo de los niños descritas en el ELOF.

Four star rating graphicEvidencia completa

Alignment with the ELOF: A thorough review of all of the curriculum materials indicates that Partners for a Healthy Baby is fully aligned with the ELOF domains and sub-domains. The "Detailed Information Pages" for home visitors and parent handouts support children across all ELOF sub-domains.

Criterio 5

Metas de aprendizaje para los niños

El currículo especifica metas de aprendizaje para los niños. Las metas de aprendizaje del currículo son objetivos para el desarrollo y el aprendizaje de los niños en todos los dominios. Estas deben ser medibles y apropiadas para el desarrollo. Las metas de aprendizaje medibles para los niños se centran en habilidades, comportamientos y conocimientos que son observables; las metas de aprendizaje apropiadas para el desarrollo se corresponden con progresiones de desarrollo bien establecidas. Las experiencias de aprendizaje apoyan el progreso de los niños hacia las metas de aprendizaje. Además de las metas proporcionadas por el currículo, los visitadores del hogar colaboran con los padres y las familias para identificar las metas individuales para el aprendizaje y el desarrollo de sus hijos.

Two star rating graphicEvidencia mínima

Learning Goals: The curriculum does not specify learning goals for children's development and learning. Broad concepts of child development for children from birth to 36 months are introduced as part of the "Watch Me Grow!" handouts. Each handout includes three indicators of development in each of the following areas: Motor, Language, Thinking, and Feeling. However, these are not specific goals for children's learning and development. Finally, the curriculum does not offer guidance to engage families in identifying individual goals for children's development and learning.

Criterio 6

Evaluación continua del niño

El currículo proporciona orientación sobre la evaluación continua de los niños. La evaluación continua del niño es el proceso en el que las familias y los visitadores del hogar observan y recopilan información para comprender y apoyar el desarrollo de los niños y el aprendizaje a lo largo del tiempo. La información recopilada a través de la observación ayuda a los visitadores y a las familias a apoyar los intereses y necesidades individuales de los niños. La información de las observaciones en curso también se puede utilizar para completar periódicamente instrumentos de evaluación estandarizados y estructurados para evaluar el progreso del desarrollo de los niños.

Two star rating graphicEvidencia mínima

Ongoing Observation: The curriculum provides general guidance in parent handouts to help families and home visitors reflect, every month or two, on a child's development (1 to 36 months). For example, a series of "Detailed Information Pages" for home visitors, called "Continue to promote parents' observation and reflection skills with baby," provide home visitors with general suggestions for supporting parents in their observations (e.g., "Your role is to help the family continue to be careful observers of what is happening with their baby and how their interactions are changing over time"). These pages mention a "Review, Observe, Reflect" process, but the curriculum does not provide details on how to engage in this process or what it entails. The parent handouts include sentence starters for families to use as they think about the child's development, such as "I can tell my baby is interested in something when ...," but the handouts do not include specific guidance on how to observe children. Additionally, the curriculum does not provide information on how to connect this information to home visit planning. 

Standardized and Structured Assessment Instruments: The curriculum provides information on using developmental screening tools (e.g., Ages & Stages Questionnaires® (ASQ®)) based on parental observation and reflection as the basis for screening. However, it does not include guidance for home visitors and families on how to select and use standardized and structured child assessment instruments.

Criterio 7

Relaciones e interacciones entre la familia y el visitador del hogar

El currículo promueve relaciones e interacciones positivas entre el visitador del hogar y la familia. Una relación positiva de un visitador del hogar con los padres y las familias a través de interacciones que son cultural y lingüísticamente receptivas forma la base de las visitas al hogar. Un enfoque basado en las fortalezas para crear relaciones con las familias proporciona una base para que los visitadores del hogar interactúen con las familias. El currículo proporciona estrategias sobre cómo los visitadores del hogar pueden establecer relaciones positivas e interacciones receptivas con los padres y las familias. El currículo también proporciona estrategias para reunir a las familias en grupos para facilitar el apoyo entre pares.

Two star rating graphicEvidencia mínima

Relationships with Parents and Families: The curriculum provides general guidance on building relationships with families. The "User's Guide" includes a brief section called "How Do I Build a Trusting Relationship?" with some general tips for building a trusting relationship with families (e.g., "keep their confidences," "respect their culture and values"). The "User's Guide" states, "To fulfill your role, you must first be able to establish warm, supportive, and empowering relationships with families whose culture, beliefs, values, and priorities may not be the same as your own. Establishing a good relationship with each family is key to your effectiveness." However, the curriculum does not offer specific guidance for supporting a relationship-building process between home visitors and families that is integrated throughout the curriculum materials. 

Responsive Interactions with Parents and Families: The "User's Guide" briefly describes the importance of responding to a family's concerns during a home visit. It provides some general tips and reflection questions to promote responsive interactions with families (e.g., "Inquire about any immediate needs or concerns," "Address the family's concern first," "Did I attend to what the family was telling me with their words and non-verbal cues?"). In addition, the "Detailed Information Pages" provide open-ended questions home visitors can use with the family to start conversations. However, there is little room in the "Detailed Information Pages" for home visitors to actively respond to families' unique needs, and the home visit planning process does not involve families. Additionally, little consideration is given to how home visitors engage in responsive interactions with diverse families. 

Peer Support: Partners for a Healthy Baby includes several parent handouts and "Detailed Information Pages" that discuss the importance of social support for families (e.g., "Circle of Support for My Baby and Me"). However, no explicit guidance is provided on how home visitors can gather families together for group socializations.

Criterio 8

Desarrollo profesional y materiales para apoyar la implementación

El currículo ofrece desarrollo profesional y materiales para apoyar la implementación y la mejora continua. El desarrollo profesional incluye la adquisición de los conocimientos y las habilidades requeridas para la implementación eficaz de un currículo. Los procedimientos de capacitación estandarizados incluyen formación inicial y continua para apoyar a los visitadores del hogar a medida que aprenden a implementar un currículo con fidelidad. Los procedimientos de capacitación estandarizados proporcionan contenido uniforme y métodos de impartición en las sesiones de capacitación. Los materiales del currículo para apoyar la implementación de los mismos incluyen recursos que vienen con un currículo para ayudar a los visitadores del hogar a entender cómo utilizarlo. Los materiales pueden incluir también recursos para ayudar a los gerentes de educación y a los coaches a apoyar a los visitadores del hogar para que implementen el currículo de manera eficaz.

Three star rating graphicEvidencia moderada

Professional Development: Partners for a Healthy Baby offers a two- or three-day initial in-person training, "Partners for a Healthy Baby Workshop for Home Visitors," either in Florida or at a program site. The workshop covers a variety of topics, including children's learning and development in different domains, planning home visits, and using the curriculum with fidelity. In addition, Partners for a Healthy Baby offers an initial training for supervisors, as well as initial training on parts of the curriculum (e.g., the prenatal curriculum only). Coaching support and mentoring for programs are offered on request. 

Curriculum Materials to Support Implementation: The curriculum includes some overview materials and guidance to facilitate understanding of the curriculum. Each volume has a "User's Guide" that provides lists of tips for a home visitor, such as "What Is My Role as a Home Visitor?" One section called "How Do I Conduct a Home Visit?" offers specific step-by-step information on how to use the curriculum to plan a home visit. The "Detailed Information Pages" provide some specific guidance on how to use the parent handouts with families. The curriculum provides information about how it is organized, but it is unclear how the handouts and the "Detailed Information Pages" should be combined and implemented as part of a cohesive program. The curriculum only provides the following general recommendation: "Tailor your choice of purposes to the needs of each family while using the curriculum as a guide to ensure critical information is covered."

  • Fidelity Tool: The curriculum offers the "Partners for a Healthy Baby Fidelity Checklist," which can be used to assess fidelity of implementation. Supervisors use the checklist quarterly during reflective supervision; home visitors can also use it as a self-reporting tool. The tool can be used to assess how home visitors are following the curriculum's steps of planning and implementing a home visit.

Criterio 9

Interacciones y experiencias de aprendizaje

El currículo promueve experiencias de aprendizaje valiosas para los niños para apoyar el desarrollo entre los dominios. Las experiencias de aprendizaje valiosas se producen en el contexto de las relaciones receptivas. El currículo ayuda a los visitadores del hogar a apoyar la relación familia-hijo como la base para el aprendizaje en todos los dominios y anima a los padres y las familias a involucrar a los niños en el juego, el movimiento y la exploración activa. El currículo también proporciona orientación sobre cómo los padres y las familias pueden interactuar con los niños para extender su exploración, pensamiento y comunicación. Los visitadores del hogar y las familias colaboran para planificar experiencias y rutinas de aprendizaje para los niños que se basan en la cultura, el idioma y las preferencias de la familia.

Three star rating graphicEvidencia moderada

Family-Child Relationship: Partners for a Healthy Baby emphasizes the family-child relationship as the foundation for a child's learning and development. The curriculum provides abundant guidance to home visitors about ways to engage parents in building relationships with their children through a variety of reflections and handouts (e.g., "Encourage different ways parents can be available as toddler's secure base."). Guidance for facilitating parent-child relationships is delineated in the "Baby's Development" and "Caring for Baby" sections and is also embedded throughout the curriculum. 

Active Exploration and Play: The curriculum consistently emphasizes the importance of play and provides guidance to home visitors and parents on how to engage children in ongoing active play and exploration. Parent handouts such as "Watch My Thinking Skills Grow" and "Watch My Play Skills Grow," and the "Detailed Information Pages" for home visitors, discuss the importance of play in children's development and include some guidance for supporting children's play skills at different age levels. For example, at 7 months, "Talk about baby's first play skills and why play is important;" and at 8 months, "Explain how play helps the baby learn." The parent handouts offer ideas to promote play and exploration (e.g., "Make the fun tub a fun place to learn by adding plastic cups, measuring cups ... She'll love to think of the different ways to make the water splash and ripple."). The parent handout "Children Learn Through Play" provides ideas for supporting children's learning. Similar guidance is offered throughout the curriculum to support children's problem-solving, observation, and exploration skills. Although advice for supporting active exploration and play is embedded throughout curriculum materials, suggestions for parents in the handouts (e.g., "You can ...") are often brief and not specific. 

Interactions that Extend Children's Learning: Throughout the curriculum materials, some guidance is provided on extending children's communication, thinking, and exploration. For example, parent handouts such as the "Watch My Thinking Skills Grow" and "Watch My Play Skills Grow" series describe prompts for parents to extend conversations (e.g., "Talk about the way [toys] feel, the sounds they make, and what color they are," "Ask your baby questions with the words 'more' or 'again' ") and to engage in responsive interactions (e.g., "Copy the different sounds the child makes and give him time to respond with something new."). Additionally, handouts to support language and literacy provide guidance on how to extend children's communication and language skills (e.g., "Encourage turn-taking conversations between parents and baby," "Talk about labeling everyday objects"). However, suggestions for interactions that extend children's learning are often provided as brief, general statements of what parents can do to support new play skills. 

Individualization: The curriculum includes some guidance for home visitors to support parents as they learn about their children's development and interests (e.g., "It is time to look again at the things you have been observing with your baby. I am excited to hear what you've noticed your baby doing since my last visit."). However, it includes little information on how to collaborate with families to create learning experiences that build on children's individual strengths or needs. Additionally, the curriculum provides only a few activities that build on families' cultures and home languages.

Criterio 10

Entornos de aprendizaje y rutinas

El currículo proporciona orientación sobre cómo apoyar a los padres y las familias para lograr que el hogar sea un entorno de aprendizaje valioso y para establecer rutinas apropiadas para el desarrollo. Un entorno de aprendizaje del hogar que fomente el desarrollo ofrece horarios apropiados para el desarrollo, rutinas y oportunidades en el interior o al aire libre que proveen opciones para jugar, explorar y experimentar. El entorno de aprendizaje en el hogar debe incluir materiales y suministros apropiados para la edad. El currículo debe apoyar la selección de materiales de aprendizaje apropiados para el desarrollo procedentes del hogar y la cultura que fomenten la exploración y la investigación de composición abierta en los niños.

Three star rating graphicEvidencia moderada

Environment: The curriculum includes some general guidance on supporting the home as a learning environment. The focus of much of the guidance relates to safety in the home; for example, "Equipment Safety Tips" provides tips for organizing a home and making sure items are safe for infants. It also includes some general guidance on organizing the home learning environment to support exploration and play (e.g., "Arrange your Home for Success"). It does not include guidance on making a home learning environment accessible for a child with a disability, suspected delay, or other special need. 

Learning Materials: The curriculum provides some specific guidance, particularly in parent handouts, on using developmentally appropriate learning materials found in the home. A few handouts (e.g., "Smart Toys from Your Kitchen," "Homemade Toys to Help Me Learn") include suggested materials families can gather from the kitchen or from other areas of the home (e.g., cooking spoons, pots, boxes) for children to use in play. The curriculum includes some guidance on how to use the materials to foster open-ended exploration and inquiry (e.g., building, creating, problem-solving). However, it does not provide guidance on how to incorporate materials that are accessible for a child with a disability, suspected delay, or other special need.

Routines: Partners for a Healthy Baby consistently guides families in establishing and supporting developmentally appropriate routines that are responsive to a child's needs. The curriculum includes specific guidance on routines that is embedded throughout the "Detailed Information Pages" for home visitors and the parent handouts, particularly in the "Caring for Baby" section. It also includes materials to support routines that are responsive to a child's needs at mealtimes, bedtime, during transitions, and at other points in the day.

Criterio 11

Receptividad cultural

El currículo apoya la receptividad cultural. La receptividad cultural es un enfoque basado en fortalezas para las relaciones y el cuidado arraigado en el respeto y aprecio por el papel que desempeña la cultura en el aprendizaje y el desarrollo de los niños. Un currículo culturalmente receptivo les indica a los visitadores del hogar que incorporen la cultura de la familia a las visitas del hogar. El currículo guía a los visitadores del hogar para crear relaciones e interacciones con familias de diversos orígenes culturales; para aprender sobre las expectativas, prácticas y preferencias de las familias en apoyo al aprendizaje de sus hijos; y trabajar con los padres y las familias para incorporar su cultura y tradiciones en las visitas al hogar.

Two star rating graphicEvidencia mínima

Interactions: The curriculum's "User's Guide" includes a few mentions of the importance of home visitors interacting with families from diverse backgrounds and cultures. A section called "What Is My Role as a Home Visitor?" includes a brief description of establishing relationships with families who may be different than the home visitor. The curriculum lacks guidance on how to engage in culturally responsive interactions with families. In addition, gender-based stereotypes are perpetuated throughout the curriculum, particularly in the "Fatherhood" sections. Although the "Detailed Information Pages" and parent handouts address some topics that are specifically targeted at fathers, the materials often reflect stereotypes and do not promote a strengths-based approach (e.g., handouts reflect assumptions that fathers are often absent, do not help with household chores, and do not provide economic support for their children). 

Learning Experiences: The "User's Guide" describes the importance of planning learning experiences based on a family's culture. A bulleted list of skills that a home visitor needs, in a section called "Home Visitor Skills & Knowledge," includes "cultural sensitivity" and respecting the "cultural values" of a family. However, the curriculum does not include guidance on what these skills entail or how to collaborate or adapt learning experiences based on a family's traditions or culture.

Criterio 12

Receptividad lingüística

El currículo apoya la receptividad lingüística. La receptividad lingüística se refiere a las prácticas que apoyan el aprendizaje, el desarrollo y la participación de los niños de diversos orígenes lingüísticos. Esta implica asociarse con las familias para apoyar intencionalmente el desarrollo y el aprendizaje de los niños que aprenden en dos idiomas (DLL, sigla en inglés). El currículo proporciona orientación a las familias para apoyar el idioma del hogar y también ofrece sugerencias sobre cómo exponer a los niños al inglés.

Two star rating graphicEvidencia mínima

Linguistic Responsiveness: The curriculum offers minimal guidance for how to intentionally support the development and learning of children who are DLLs. Two handouts specifically focus on asking families their preference of language learning and on the need to have a plan for exposing children to all languages that the child is learning, including the child's home language. One handout, "Benefits of Growing Up Multilingual," describes the strengths of learning two or more languages and encourages parents to talk with the child in English and in the child's home language. However, throughout the curriculum, very little guidance on how home visitors and families can support the development of children who are DLLs is provided.

Criterio 13

Individualización para niños con discapacidades, sospecha de retrasos u otras necesidades especiales

El currículo proporciona orientación sobre cómo ayudar a los padres y las familias a apoyar a su hijo con una discapacidad, sospecha de retraso u otra necesidad especial. Los visitadores del hogar y las familias pueden adaptar las experiencias de aprendizaje del currículo para un niño con una discapacidad u otra necesidad especial. El currículo incluye sugerencias de adaptaciones para el entorno físico de aprendizaje en el hogar y adaptaciones de experiencias de aprendizaje en el currículo para satisfacer las necesidades de aprendizaje y las fortalezas de los niños con discapacidades, sospechas de retrasos u otras necesidades especiales. El currículo también proporciona sugerencias sobre cómo los visitadores del hogar pueden proporcionar recursos y referencias a las familias según sea necesario.

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Resources and Referrals: The "Watch Me Grow!" handouts throughout the curriculum provide brief information on the importance of referring families with a child with a disability, suspected delay, or other special need to resources in the community (e.g., "Be prepared to share information about Part C services with the family."). The curriculum offers minimal guidance on how to identify resources in the community or how to go through a referral process. 

Learning Environment: The curriculum does not address the accessibility of the home environment or learning materials for a child with a disability, suspected delay, or other special need. 

Parenting Practices and Interventions: The curriculum does not address adaptations to routines or learning experiences for a child with a disability, suspected delay, or other special need.

Criterio 14

Individualización basada en intereses, fortalezas y necesidades

El currículo ofrece orientación sobre cómo individualizar en función de los intereses, fortalezas y necesidades de las familias y los niños. La individualización es un proceso de colaboración con las familias para planear las visitas al hogar y experiencias de aprendizaje que responden a las familias y los niños. Los visitadores del hogar y las familias reflexionan sobre sus observaciones del niño y juntos planifican cómo apoyar el aprendizaje y el desarrollo de cada niño. Cuando las experiencias de aprendizaje se adaptan a los intereses de los niños y tienen lugar en el contexto de las rutinas regulares de la familia, son más atractivas y significativas para los niños. Debido a que los niños pueden variar en sus progresiones del desarrollo, también es importante que el currículo apoye a los visitadores del hogar y a las familias en la planificación de experiencias de aprendizaje que respondan a las fortalezas y necesidades individuales de los niños.

Two star rating graphicEvidencia mínima

Individualization Based on Interests: Partners for a Healthy Baby provides prompts for families to observe and learn about their child's interests (e.g., "I can tell my baby is interested in something when ..."). A few resources also mention the importance of following a child's lead during play. For example, "A New Way to Read" describes how to follow a child's interests in books. However, the curriculum does not include explicit discussion of how to individualize or modify the home visit based on an individual child's interests. In addition, the home visit planning process is led by the home visitor, with little input from families about the child's interests.

Individualization Based on Strengths and Needs: Partners for a Healthy Baby provides minimal guidance on how to tailor home visits to be responsive to individual children's strengths and needs (e.g., the "User's Guide" says, "Inquire about any immediate needs or concerns"). The home visit planning process does not include collaborative planning with a family to determine how to individualize the home visit based on the strengths and needs of the child. Additionally, parent handouts that are designed to support children's development (e.g., the "Watch Me Grow!" series) do not provide guidance on how to tailor activities to individual children's strengths and needs.

Criterio 15

Desarrollo y bienestar familiar

El currículo apoya el desarrollo y el bienestar de la familia como el contexto para promover el desarrollo y el aprendizaje de los niños. Los niños se desarrollan en el contexto de sus sistemas familiares; las familias proporcionan una base de apoyo para el desarrollo de cada niño. Los visitadores del hogar apoyan el desarrollo y el bienestar familiar a través del proceso de establecimiento de metas familiares. Estos se asocian con las familias para identificar metas que aborden los desafíos familiares y apoyen el desarrollo y el bienestar de la familia. Los visitadores del hogar también les brindan a las familias recursos y referencias para apoyarlos a medida que trabajan hacia sus metas.

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Family Goals: The curriculum includes some general guidance for home visitors to engage families in setting goals, primarily through resources in the "Family Development" category. A few "Purposes" are specifically designed to support the family in setting goals for themselves (e.g., "Help families identify their dreams and achieve their goals."). The "Detailed Information Pages" provide language home visitors can use to help families set their goals (e.g., reinforcing the value of breaking big goals into smaller, more manageable steps). The curriculum also provides a few corresponding handouts for families (e.g., "Making My Dreams Come True," "Making Changes for Positive Outcomes," "Making Your Dream Happen: Next Steps"). Additionally, it engages families in setting goals that address specific challenges they might have, such as career development, budget planning, or setting priorities. However, it lacks a clear, collaborative process and strategies for how home visitors engage families to establish goals based on the family's needs.

Ongoing Assessment of Progress Toward Family Goals: Partners for a Healthy Baby provides follow-up activities for home visitors and families to revisit family goals at specific points in time established by the curriculum. For example, when the baby is 7 months old, the curriculum invites home visitors to "discuss family's progress toward their goals and offer suggestions for overcoming challenges." Other handouts for families, such as "Facing Challenges" and "Action Plan for Success," offer general affirmations on tackling issues that may arise (e.g., "Everyone has some rocks on their path to success ... How can you overcome them?"). However, there is no clear, systematic process for engaging families in ongoing assessment of their progress toward reaching their goals.

Resources and Referrals: The curriculum briefly describes the importance of connecting families to resources they might need in order to make progress toward future goals (e.g., "provide support [for them] to gain access to services that allow them to put their plans into action"). It encourages home visitors to contact the appropriate agency or support person in their program or community in relation to the need (e.g., Part C Early Intervention; infant mental health specialist; Women, Infants and Children (WIC); lactation consultant; program supervisor). However, it includes limited guidance on how to brainstorm resources with or refer families to specific resources in the community, such as a list of common public resources (e.g., libraries, local adult learning institutions), depending on the family-level goals.