Learn to Learn

"At the first visit of the week, the home visitor introduces a new book or educational toy and a related activity," Dori said. "During the second visit, the parent or caretaker takes the lead interacting with the child, and the home visitor may offer additional suggestions or activities."

The home visits stimulate parent-child communication, reading, and educational play — important elements of early childhood brain development.

"The emphasis is on verbal interaction," said Berry. "Children are not required to read, but they often do a picture-walk through the book. Families are not given homework but are encouraged to use the books and toys."

Through this ongoing interface, children begin to develop an interest in learning.

"When we start, we first develop a rapport with the children and parents or caretakers," said Pamela Nicolella, one of the home visitors. "We don't want to overwhelm them, and we don't judge them. We are there to help."

By the end of the 23 weeks, Nicolella saw significant progress with the children and families.

"The children were bringing books to me and meeting me at the door with hugs," Nicolella said. "Their attention span increases, as well as their willingness to learn. They begin to develop a vocabulary of relational words."

Zane's mother couldn't be more pleased.

"It is a great experience," Tabatha Smith said. "Pam never felt like a stranger. She has a great rapport with all the children. This program taught us that learning extends beyond books into everything we do."

http://pottsmerc.com/articles/2011/08/14/life/srv0000012959432.txt?viewmode=fullstory