The Skills of Mothering: A Study of Parent Child Development Centers

• Published in: Monographs of the Society for Research in Child Development 1982-01, Vol.47 (6), p.1-83
• Main Authors: Andrews, Susan Ring, Blumenthal, Janet Berstein, Johnson, Dale L., Kahn, Alfred J., Ferguson, Carol J., Lasater, Thomas M., Malone, Paul E., Wallace, Doris B.
• Format: Article
• Language: English
• Subjects: Adult; Analysis of variance; Child Development; Child rearing; Child, Preschool; Children; Control groups; Female; Humans; Infant; Male; Mother-Child Relations; Mothers; Parents; School age children; Stanford Binet test; United States; United States Office of Economic Opportunity; Waiting rooms
• ISSN: 0037-976X; 1540-5834
• DOI: 10.2307/1165919

This Monograph reports the results of the Parent Child Development Center (PCDC) experiment begun in 1970 by the U. S. Office of Economic Opportunity. The goal of the project was to promote the development of children from low-income families. Helping parents become more effective child-rearing agents was the primary path taken to reaching the goals for children. In the years 1970-75, PCDC programs were developed in Birmingham, Houston, and New Orleans. A general program model was adopted for the three sites: a comprehensive curriculum for mothers, consisting of information on child development and child-rearing practices, home management, nutrition and health, mothers' personal development, and government and community resources; a simultaneous program for their children; and extensive support services for participating families. However, there were differences from program to program on a number of elements: the entry age of children, which ranged from 2 months in New Orleans to 12 months in Houston; the length of the program and intensity of weekly participation; the teaching-learning formats for mothers and children; and staffing patterns. Mother-child pairs were recruited and assigned randomly to program and control groups. Baseline demographic data were collected at entry, and program and control pairs were evaluated at annual test points and upon graduation. Analyses showed that groups were comparable at randomization and that no significant differential attrition occurred. The program evaluations assessed mother-child interactions and children's development using a variety of specially designed observation instruments and standardized measures of general intellectual development in children. Follow-up data are reported on some measures for the Birmingham and New Orleans groups. Evaluation of program effects revealed significant differences between program and control groups. Program mothers in Birmingham, Houston, and New Orleans scored significantly higher than controls on all multi-variate dimensions of positive maternal behavior at graduation, when the children were 36 months old. In all three sites, significant differences between program and control group mothers on several dimensions emerged after 24 months of participation. Program children in all three sites achieved superior Stanford-Binet scores at graduation. Significant effects on several developmental measures appeared for children in the Birmingham and New Orleans programs at graduati