Developmental evaluation of the HIPPY Age 3 program for socially disadvantaged families in Australia

Abstract

Home-based parenting interventions foster positive parent-child relationships and parenting skills that reduce risks to child outcomes associated with social disadvantage. This article extends evidence about the value of one such program — the Home Interaction Program for Parents and Youngsters (HIPPY) — through qualitative examination of a new version targeting parents of three-year-olds. Interviews with 102 parents and 10 Coordinators were analysed thematically to explore demand, acceptability, and impact of HIPPY Age 3. Findings from this nation-wide pilot suggest the program is associated with improvements in parents’ awareness of children’s strengths and interests, increased opportunities for parent-child interaction through play-based learning, and enhanced understanding about parents’ role in creating a stimulating learning environment at home. While the extent to which this translates to parent behaviour change and benefits to children requires further examination, this study endorses investment in HIPPY Age 3 as an acceptable and flexible early childhood parenting intervention.