Technology today can possibly help make early childhood interventions more accessible to young children in need. In the present study, we conducted all assessment and training of both parents and children entirely online to examine the effectiveness of an online parental coaching programme in facilitating young Filipino children's language, literacy, and numeracy skills. Ninety-four families with 3-to 5-year-old Cebuano-speaking children were randomly assigned into either the intervention group or a waitlist control group. The 13-week long online intervention group showed significant improvement in their receptive vocabulary, syllable matching, letter name knowledge, numeral identification, object counting, rote counting, missing number identification, numerical magnitude comparison and addition skills but not in their expressive vocabulary and syllable deletion relative to the waitlist control group. No moderation effect of socioeconomic status (SES) on the online intervention outcome was found. For the intervention group, a main effect for parental involvement on rote counting, missing number identification, and addition was found, with higher levels of participation in the coaching programme translating to greater gains. The present study underscores the validity and feasibility of an online format of intervention and assessment procedure, in a low-to-middle-income country context (LMIC). The current findings demonstrate the possible added benefits of an online intervention format and the importance of an integrated cross-domains intervention format.

中文翻译：

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在线家长辅导对菲律宾儿童技能的影响


今天的技术可能有助于让有需要的幼儿更容易获得早期儿童干预。在本研究中，我们完全在线对父母和孩子进行了所有评估和培训，以检验在线父母辅导计划在促进菲律宾幼儿语言、读写和算术技能方面的有效性。 94 个有 3 至 5 岁宿务语儿童的家庭被随机分配到干预组或候补对照组。为期13周的在线干预组在接受词汇、音节匹配、字母名称知识、数字识别、物体计数、死记硬背、缺失数字识别、数字大小比较和加法技能方面表现出显着改善，但在表达词汇和音节方面没有显着改善相对于候补名单对照组的删除。没有发现社会经济地位（SES）对在线干预结果的调节作用。对于干预组，发现父母参与对死记硬背、缺失数字识别和添加的主要影响，参与辅导计划的程度越高，收获越大。本研究强调了中低收入国家（LMIC）在线干预和评估程序形式的有效性和可行性。目前的研究结果证明了在线干预形式可能带来的额外好处以及综合跨领域干预形式的重要性。