FHille
Full evaluation
Meets inclusion criteria
No research or evidence available
Description

FHille is a home instruction programme designed to support children as they prepare for the transition to school. The programme is offered to families that are considered likely to benefit from the opportunity to prepare in advance in a structured way for the challenges related to children starting school.

The programme is designed to support children to develop the social and formal skills they will require in the school setting and to reinforce their self-identity. The programme also offers support for their parents. FHille is based on the HIPPY programme that was developed at the Hebrew University of Jerusalem in the 1960s and the Danish HIPPY variant, known as the HippHopp. The theory, aims and key activities are the same as in the original HIPPY programme, but FHille has been adapted to ensure that it works well in the Finnish context and meets Finnish regulatory requirements, including the Finnish curriculum. At the moment, the FHille programme is available in Swedish only. Families are recruited onto the programme via day care and preschool. It runs for 30 weeks and comprises a number of activities that parents can do with their children. The intervention is run by an FHille coordinator and FHille facilitators. The programme also involves information materials and group activities.

Please note that this a summary of the full evaluation, which is currently only available in Finnish.

Context
Target group
Toddlers Families Parents 
Description of the target group
Description of the intervention
Evidence
Insufficient evidence
Evidence
Effectiveness
Not known
Effects
Usefulness
Insufficient evidence of usefulness
Usefulness – Total score
5 / 15
Training
2 / 3
Training availability
1 / 3
Cost effectiveness
0 / 3
Suitability
1 / 3
Evaluation/appraisal
1 / 3
References
  • Baker, A. J. L., Piotrkowski, C. S., & Brooks-Gunn, J. (1998). The effects of the Home Instruction Program for Preschool Youngsters on children’s school performance at the end of the program and one year later. Early Childhood Research Quarterly 13(4), 571–86. Link to the reference
  • Kagitcibasi, C.,Sunar, D.,Bekman, S.,Baydar, N., & Cemalcilar, Z. (2009). Continuing effects of early enrichment in adult life: the Turkish Early Enrichment Project 22 years later. Applied Developmental Psychology 30, 764–779. Link to the reference
  • Necoechea, D. (2007). Children at-risk for poor school readiness: The effect of an early intervention home visiting program on children and parents. Dissertation Abstracts International Section A: Humanities and Social Sciences 68 (6-A), 2311. Link to the reference
  • Van Tuijl, C., Leseman, P. M., & Rispens, J. (2001). Efficacy of an intensive home-based educational intervention programme for 4- to 6-year-old ethnic minority children in the Netherlands. International Journal of Behavioral Development 25(2):148-159. Link to the reference