Research results point to the positive effects of the Getting Ready program on children’s school readiness and family engagement. Compared to peers in a control group, preschool children in the Getting Ready group had improved:
- Social-emotional competencies, including enhanced levels of attachment behavior with adults, increases in self-initiative, and reductions in anxiety and withdrawal behaviors.
- Self-regulation, including declines in overactive behaviors. Additionally, positive affect and verbalizations improved among children whose mothers reported elevated levels of depression.
- Language and early literacy skills, including an improvement in expressive language among children identified as having a developmental concern.
Research also indicates that Getting Ready is effective at improving parenting behaviors known to support positive child outcomes. Compared to peers in a control group, parents in the Getting Ready group:
- Interacted with their children using a greater degree of warmth and sensitivity.
- Demonstrated more skills to support their children’s autonomy.
- Provided more support for their children’s learning.
- Offered their children more guidance and directives.
Finally, research shows that the Getting Ready program is reliably implemented—according to observed behaviors of home visitors and teachers during their interactions with families— and is viewed favorably by early childhood professionals.