During each PlayReadVIP session, families are given a toy and/or book that they get to use during the session and take home. The toys and books that are selected to be included as part of the session are high-quality learning materials and are chosen to match the child's age and developmental level. Additionally, they are specifically selected to promote parent-child engagement in activities likely to support child development. Toys Toys play an important role in the development of babies and toddlers. During this formative period, toys are much more than sources of entertainment; they serve as essential tools for learning and growth. Interactive toys like rattles and soft blocks help develop fine and gross motor skills, while sensory toys with various textures and sounds stimulate cognitive development. As babies explore their environment through play, they also enhance their emotional and social skills, learning to express themselves and interact with others. Creative toys, such as building sets and pretend food, foster imagination and problem-solving abilities. Overall, toys support a well-rounded developmental trajectory, making playtime a valuable learning experience. Books
Reading with babies and toddlers from birth offers numerous benefits that lay the foundation for their overall development. Firstly, it enhances their language acquisition by introducing them to a wide range of vocabulary and speech. This early exposure to words and sounds supports building their communication skills. Reading also stimulates cognitive development by encouraging children to think, ask questions, and understand concepts such as numbers, colors, and shapes. Additionally, the bonding time during reading fosters emotional security and strengthens the parent-child relationship. Stories and pictures in books spark imagination and creativity, while also teaching children about the world around them. Lastly, the routine of reading can establish a love for books and learning that benefits children throughout their lives. We are thrilled to announce that the VIP program that we know and love just got an updated new name: PlayReadVIP Our work has always celebrated the critical role that parents and caregivers have as their child’s first teacher and most important person: their VIP. Our new name reflects this and highlights our core approach - to support parents by utilizing the power of Play and the magic of Reading to enhance early relational health, and using video feedback as a tool for championing parents and caregivers as their child’s VIP by reinforcing their unique strengths. PlayReadVIP lays the foundation for strong bonds and a lifetime of learning, and we are so excited for our new name to better reflect what we do!
While we embark on this journey of our updated identity, the VIP Center of Excellence is getting an upgrade too: it is now the PlayReadVIP National Center at NYU Grossman School of Medicine. This name better reflects the nation-wide work to bring PlayReadVIP to more children and families across the country. As of 2024, the program is available at many locations across 4 states, with more expansion to come! The PlayReadVIP National Center provides centralized guidance, training, technical assistance, and program development for all sites. This isn’t to say that work is only taking place in the United States – there is exciting work happening internationally as well! Stay tuned for more updates from PlayReadVIP in Brazil and Singapore!
At PlayReadVIP, we remain committed to empowering parents to be active participants in their child's development. When we play and read with our children, we are not just creating cherished memories, we are laying the foundation for a lifetime of learning and joy. Join us at PlayReadVIP, where every child is a star and every parent is celebrated as their child's first VIP! ✨ - The PlayReadVIP team A new study published in Child Development found that indirect pathways through parental support of cognitive stimulation were statistically significant. That is, PlayReadVIP (combined with home visiting through Family Check-Up [the 'Smart Beginnings' model]) increased preschool children’s language and literacy entirely via increases in cognitively stimulating parent-child interactions. These findings provide additional support for the theory of change of the SB model, which posits that the SB program would positively impact parental support of cognitive stimulation and subsequent improvements in children’s language and literacy. Importantly, these findings also extend previous work by linking increases in positive parenting practices to improvements in children’s school readiness. The results of this study indicate the importance of parenting practices as proximal processes for children’s development, and provide strong support for the potential of the SB model to impact children’s language, literacy, and other school readiness outcomes through increases in responsive parenting practices. Gold standard assessments were used to directly assess children, such as the Woodcock Johnson IV Tests of Achievement Letter-Word Identification test. The present results also build on and complement prior literature examining the specific and important role that early parental language and literacy activities, including reading and teaching, play in the development of children’s early word reading and vocabulary, and particularly for racial/ethnic minority children with low incomes and those who are dual language learners. The current findings also suggest that a tiered parenting intervention focused on support of positive parenting can be particularly effective in enhancing parental support of cognitive stimulation and, subsequently, child cognitive outcomes. This study has implications for the development of parenting interventions that seek to reduce poverty-related disparities in children’s school readiness abilities and shed light on the mechanisms through which such interventions impact development. Miller, E. B., Canfield, C. F., Roby, E., Wippick, H., Shaw, D. S., Mendelsohn, A. L., & Morris-Perez, P. A. (2023). Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent–child interactions. Child Development, 00, 1–14.
Early Relational Health (ERH) (parenting practices, relationship quality) is critical for children’s learning and healthy development. Pediatric primary care is a promising platform for promoting ERH due to its capacity to reach many families in a convenient and accessible location and low cost.
PlayReadVIP (formerly Video Interaction Project) is a healthcare-based program that provides real-time video-feedback of parent-child play and reading interactions to families with children aged 0 to 36 months. The current study tested the minimal effective dose of PlayReadVIP (i.e., fewest number of sessions needed to have an effect) in a real-world setting with 183 families at NYC Health + Hospitals/Woodhull. Results showed that a single visit was associated with a 22% increase in responsive parenting behaviors (behaviors shown to promote child learning), with cumulative increase of 37% following a second visit. These findings support offering PlayReadVIP widely, regardless of whether families can attend multiple visits. To learn more, visit: https://pubmed.ncbi.nlm.nih.gov/38040989/ Piccolo, L. R., Roby, E., Canfield, C. F., Seery, A. M., Weisleder, A., Cates, C. B., Tutasig, L., Matalon, M., Custode, A., Rodriguez, L., & Mendelsohn, A. L. (2023). Supporting responsive parenting in real-world implementation: minimal effective dose of the Video Interaction Project. Pediatric research, 10.1038/s41390-023-02916-4. The VIP team had a wonderful time catching up with one another over dim sum in NYC to celebrate the holiday season! We hope everyone has a wonderful holiday season and we are so excited for all that is to come in 2024! #playreadVIP
We have new findings to share on the impact of the Video Interaction Project!
In a recent study, we demonstrated strong evidence that Smart Beginnings boosts parents’ support of their child’s early learning across infancy and the toddler years. This research was published in the Journal of Pediatrics. Smart Beginnings is a unique parenting program that combines the universal delivery of the Video Interaction Project (VIP) at routine pediatric well-child visits with a second home visiting program called the Family Check Up (FCU), which is provided to families who face particular stressors. In VIP, parents are videotaped with their children for three to five minutes as they play or read with a new book or toy, with immediate feedback from a coach, who provides feedback and reinforces positive parenting behaviors. Parents take home the book or toy, video, and a plan for how to engage their child in reading and play at home. In FCU, parents meet with a social worker in the home to address family management issues or children’s challenging behaviors. Guidance is aligned with family strengths and goals. The social worker also connects parents with additional resources. Families in New York City and Pittsburgh were randomly assigned to Smart Beginnings or a control group at birth and followed across the first two years. Results showed that across time points during both infancy (6 months) and the toddler years (18 and 24 months) parents enrolled in Smart Beginnings had significantly higher scores on broad survey and observational measures of cognitive development and the home environment compared with parents in the control group. This included engaging children in activities such as reading, talking, and playing, and having higher levels of language quantity and quality. These findings suggest that participation in VIP and FCU has robust impacts on a wide range of positive parenting behaviors that persist across time for children of different ages. Results provide additional support for the effectiveness of the Smart Beginnings model in supporting parents during their children’s first years of life. To read the full article visit: https://www.sciencedirect.com/science/article/pii/S0022347622010241 This randomized controlled trial (RCT) assessed the impact of a parent-child reading program called Universidade do Bebê (UBB), on parenting and child cognitive-linguistic and socioemotional outcomes. UBB was developed by Dr. Alan Mendelsohn and his team in collaboration with researchers at Instituto Alfa e Beto in Brazil. It consisted of monthly 1-hour workshops focusing on parent-child reading complemented by a book-lending library. The workshops’ curricula included videos and ‘live’ demonstrations of parents reading together, discussion of the importance of parent-child book reading, and strategies for reading aloud with children. UBB was previously studied in Boa Vista, RO, northern Brazil, with families with children ages 24-48 months, and has shown effects on parenting and child outcomes. In a new study in Arcoverde, PE, northeast Brazil, we sought to determine whether similar results would be found when UBB was provided beginning in pregnancy through early toddlerhood. 400 women, either pregnant or with small children 0–24 months, completed surveys about beliefs about early reading, parenting, reading and playing routines at home, and child development at baseline and again after approximately 11 months, when the program was interrupted due to COVID-19 restrictions. From August 2019 through March 2020, half of these families participated in UBB. Results from the 11-month follow-up in April 2020 were first published in the Journal of Developmental and Behavioral Pediatrics (JDBP). Compared to the families in the control group (who did not receive the intervention), parent-child dyads who participated in UBB showed increased cognitive stimulation and awareness about the importance of early reading than controls, with no differences by parent literacy level and similar findings for women who were pregnant and families with children 0 to 24 months at enrollment. Findings from a second follow-up assessment in October 2020 were published in Nature Pediatric Research and demonstrated sustained impacts of UBB on parenting and parent-child reading 6 months into the pandemic. Remarkably, for families who did not participate in UBB increased COVID-19-related distress was significantly associated with reduced positive parenting and parent-child reading 6 months into the pandemic in, however such negative associations were buffered for the UBB group. Together, findings from both studies indicate that promotion of cognitive stimulation in the home through parent-child reading may be a critical strategy to improve early relational health and child development among vulnerable families, with potential for buffering pandemic-related distress and preventing delays in early child development. Citations:
Families participating in UBB
Last month several members of VIP’s research team attended the Pediatric Academic Societies conference in Denver, Colorado where they presented their various research findings. We have exciting news from the Video Interaction Project! We recently published new findings in the peer-reviewed scientific journal, Pediatrics! The study is the first to examine impacts of the Smart Beginnings project, a unique and innovative approach for promoting school readiness.
Smart Beginnings Like at all of our locations, VIP is delivered to families in the pediatric clinic. The exciting thing about Smart Beginnings (SB), a novel birth-to-three initiative, is that families who are found to have additional challenges have the opportunity to receive Family Check Up (FCU) in their home. Both VIP and FCU are prevention programs focused on promoting positive parent-child interactions, and in turn, children’s school readiness abilities. VIP is provided to families in the pediatric clinic at the time of well-child visits starting at birth. Each session, parents and children meet with a trained parenting coach for approximately 25 minutes. Coaches provide parents with a developmentally appropriate book or toy and briefly record the parent and child playing or reading together. Following the recording, the coach provides immediate feedback to the parent, highlighting strengths and positive parenting behaviors within the interaction. This process encourages the parent to reflect on the interaction, helps to support parenting self-efficacy, and promotes positive parent-child interactions that build the foundation for children’s learning and development. FCU is a brief family-centered program that is delivered in the home for families who are found to have additional risks and challenges, starting when infants are 6 months of age. The program uses clinical-level guidance tailored to the family’s needs and goals to provide additional support to families who need it. Our Newest Findings In this study we looked at 362 infants and parents who joined the study at birth in two different locations: Health+Hospitals/ Bellevue in New York City and UPMC Magee-Women’s Hospital/UPMC Children’s Hospital of Pittsburgh in Pittsburgh Pennsylvania. Half the families at each site received VIP starting from birth while the other half did not take part in any program. The families in NYC were primarily Hispanic/Latinx while the families in Pittsburgh were primarily Black/African American. At 6 months (prior to starting FCU), parents completed surveys about their reading, playing, and teaching interactions with their infant. Parents and infants were also observed playing together for 10 minutes and their interactions were coded for parent language quality and quantity and behaviors that stimulate child development. At 6 months, parents who participated in VIP had higher survey scores overall, particularly in domains reflecting reading and teaching interactions. Parents who participated in VIP also had higher scores on observed measures of parenting, including language quality, quantity, and cognitive stimulation. Importantly, large effects were shown in the sample overall and in both sites. The Takeaway Message SB is one of the first tiered models linking and integrating intervention programs across pediatric primary care and home visiting to prevent disparities in early development and school readiness. This study showed that VIP delivered as the first phase of SB had strong impacts on parenting behaviors across two geographically distant sites with mothers from racially and ethnically diverse backgrounds. Future research at later time points will further determine impacts and feasibility of the integrated, comprehensive SB model. Want to Know More? Learn about our research here! Or read this NYU Langone NewsHub article and check out this clip of Dr. Alan Mendelsohn on Bloomberg Quicktake! As the holiday season approaches and the year comes to a close we would like to share our gratitude and appreciation for our team, funders, and partners in their support of VIP. This past year has been filled with challenging times, novel circumstances, and most importantly – resilience. In the Spring, our team worked hard to quickly adapt Video Interaction Project for remote delivery in response to the COVID-19 pandemic. As a team we rallied together to ensure that our families would continue to receive one-on-one sessions, resources, and support from our VIP Coaches. Every individual’s effort led us to successfully launch “Virtual VIP” in April and bring VIP (virtually) to the homes of over 1,000 families since then.
Despite the challenges that this year brought we were still able to successfully launch VIP at two new locations: NYC H+H/Queens in Jamaica, Queens, and Children’s Aid Bronx Health Services in the Bronx. Over the summer we began conducting sessions with families at both of these new locations and have received enthusiastic feedback from both sites. These two new locations bring our total up to ten sites total across 3 states. We are proud and incredibly grateful to continue bringing VIP to more children and their parents every year and it would not be possible without the effort of our fantastic team of VIP Coaches, our research team, supervisors, and Center of Excellence staff. We also are so thankful to the pediatric providers, staff, and administrators at our sites who share our love for this program. A special thank you goes out to our funders who make all of this possible by continuing to support this important work. Most importantly, we are thankful for our patients who are the reason we work hard every day! Have a happy, healthy, and safe holiday season! Love, The VIP Team |
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June 2024
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PlayReadVIP National Center
at NYU Grossman School of Medicine 462 1st Ave. OBV A524 New York, NY 10016 [email protected] |