Guidance for parents to engage in pretend play and reading aloud with their infants during pediatric checkups has been linked to improved cognitive development and academic skills by age six, particularly among families with low incomes. This conclusion comes from a new study led by researchers at NYU Grossman School of Medicine, New York University, and the University of Pittsburgh.
The research evaluated the Smart Beginnings (SB) program, which combines two approaches: PlayReadVIP (formerly known as the Video Interaction Project), held during pediatric visits from birth to age three; and Family Check-Up, an in-home intervention aimed at addressing behavioral challenges and other family difficulties. The PlayReadVIP component involves parents watching themselves on video while interacting with their child using books or toys to promote developmental skills.
A total of 403 mothers with newborns participated in the study. All were from low-income backgrounds and lived in either New York City or Pittsburgh. Participants were randomly assigned either to receive the Smart Beginnings intervention or standard pediatric care.
The results, published online in Pediatrics on December 15, indicate that children whose families participated in SB showed increased cognitive stimulation at age two. This increase was associated with higher reading and math skills when those children reached first grade. The findings build upon earlier research showing similar benefits before children entered elementary school.
“Our findings demonstrate that early preventive intervention through Smart Beginnings can result in long-standing impacts in elementary school, even three years after completion of the program,” said Elizabeth B. Miller, PhD, assistant professor at NYU Langone Health’s Department of Population Health and lead investigator of the study. “Importantly, the SB model provides these services at a far lower cost than other approaches with similar goals.”
Dr. Miller emphasized that these results are significant for early childhood policy discussions. She noted that this is one of the first studies to show both feasibility and impact for tiered interventions designed for population-level outcomes. The evidence supports recent recommendations by major professional organizations such as the American Academy of Pediatrics and National Academies of Sciences, Engineering, and Medicine regarding early childhood support programs.
Funding for this work came from the Eunice Kennedy Shriver National Institute of Child Health and Human Development under grant R01HD076390.
Other NYU investigators included Pamela A. Morris-Perez (Principal Investigator), Alan L. Mendelsohn, MD (Principal Investigator), Caitlin F. Canfield, PhD; Ashleigh I. Aviles, PhD; and Erin M. Roby, PhD. From University of Pittsburgh were Daniel S. Shaw, PhD (Principal Investigator) and Leah J. Hunter, PhD.
NYU Langone Health is recognized as a leading integrated health system focused on quality outcomes across its locations nationwide according to Vizient Inc., which ranked it No. 1 out of 118 comprehensive academic medical centers for four consecutive years. Additionally,four clinical specialties at NYU Langone have been ranked number one nationally by U.S News & World Report. The system offers medical services across seven inpatient locations plus more than 320 outpatient sites throughout New York area and Florida.
