There is over twenty years of research data collected from around the world that verifies the assertion that the HIPPY program does increase children's readiness to succeed in school, as well as the parent's ability and confidence in helping their children achieve.

The research has revealed these specific benefits of the HIPPY program: empowerment and development of parents, employment and education of home visitors, community engagement of families in their communities, and, most important, the social development and academic achievement of the children. More recent research in the USA is linking the HIPPY program to an overall improvement in health and well-being.

HIPPY Changes Lives

Alphabet Safari
I always thought that teaching children to read and write was easy – until I had my daughter. Our first year together was one of the most challenging a new parent could ever face. My daughter was diagnosed with a form of cancer at only 3 months old. I spent almost a year with her in hospital as she underwent chemotherapy. On discharge, we had to have follow-up sessions with our family doctor and intense scheduled sessions at Sick Kids Hospital.

It was during one of the visits to the family doctor that a brightly coloured HIPPY flyer caught my eye. The HIPPY staff who connected with me were extremely supportive and provided opportunities for me to fight my feelings of isolation and depression. I was able to meet newcomer mothers like me who had been educated in a foreign country. We did not know what to expect for our children in the Canadian education system. Most of us did not have family members in Canada to support with childcare or give tips on educating children from their parenting experiences.

The weekly HIPPY sessions were times that I cherished. I learnt new ways to spend time with my daughter using inexpensive resources, most of which were available in my kitchen. HIPPY gave me tools that were age appropriate and easy to work with on a weekly basis. I learnt that my daughter did not need colourful markers to start learning how to write. She only needed to be able to trace over the alphabet with her finger. Reading the alphabet aloud to her over and over supported her with letter recognition.

In one session, we made books for our children where I created a picture book capturing animals we had seen during our safari to Kenya. The safari was our way of celebrating the miracle of her remission. When my daughter begged me to make her safari book a “real book” that could be shared with other children, I could not say no, and so the idea for My Alphabet Safari emerged.

HIPPY’s simple focus on learning, reading and success was not only the first step to becoming a confident mother but my first inspiration to becoming an author. I am so thankful.

My Alphabet Safari is available at Amazon.com.


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A Beautiful Connection
When I started, I was so grateful because we had a beautiful connection with my child to do all the exercises together and to learn to know how to know more about my child – more about her strengths and how she's been learning. I discovered my child’s skills and what areas needed more work together. That’s what I find that HIPPY helped me with a lot: to know her more, to have a beautiful connection to her, to read a book with her.


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HIPPY-Important and Beneficial

This is our second year with the HIPPY program and, during this time, we are absolutely satisfied with the quality and benefits of the program. To start, our daughter, Gabriela, has improved and developed valuable skills, such as the knowledge of shapes and colors, logical reasoning, motor skills and language. Although the activities are more challenging and numerous for the age of four years, she usually wants to do even more tasks.

The program has become a daily routine at home. Gabriela will start kindergarten next fall, and we are confident that all the skills nurtured by working with HIPPY will help her to succeed in her school life. And, on the other hand, the program has been good for me as a mom, not only for the experience of sharing time with my daughter and participating actively in her development and education, but also for the opportunity to interact with other moms, HIPPY workers and special guests during the group meetings and workshops.

I had the great experience to be “supermom” during a role play meeting. As a result, I learned that I am able to be active with the HIPPY program out of the boundaries of my home. This led me to apply as a HIPPY Home Visitor for a future job opening.

To sum up, HIPPY has been important and beneficial for our family. Both my child and I are learning and, if I become a HIPPY program team member, I will bring my experience to help other families discover the joy of learning and succeeding.


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A Love of Reading

I attended HIPPY’s graduation ceremony and, as usual, was struck by the almost 100% attendance of participating families. Moms and Dads sat with their children, the environment was – as always – festive, and the potluck lunch looked appetizing with dishes from all over the world.

As the graduation ceremony began, the children, wearing their special graduation hats, were called one-by-one to receive their certificates. This time, however, because of a generous benefactor, each child also received a book. As they returned to their seats, every last parent beamed with pride not only at the achievement of their children but also their own successes.

There was no evidence that they wished what they had received were a toy not a book. There was no mad dash to drop the book and run around and play with other children. Instead, almost without exception, each child sat down and asked their parents to read the story to them. What I saw was a demonstration of a new habit – to read with their parents, to sit and share the experience with them. In that image, I felt that the program had indeed achieved its end: instilling in each participant – parent and child – a love of reading.


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On The Right Path

On a Saturday in July 2006, we had a HIPPY Britannia graduation party for HIPPY parents and children. Part of my work that day was accompanying ‘Penny’, a Vietnamese parent, on the bus to the party. The reason: she had never gone out by herself nor taken the bus. She was afraid of using her English, afraid of leaving her home, of strangers and of many other things.

At Penny’s home, I showed her a map of the route from her house to Britannia and explained the three buses we were going to take. We started from the bus stop near her house and boarded the first bus, changing buses twice more before arriving at our destination. We stayed at the Britannia School party for two hours but, before boarding the bus home, we stopped at the Britannia Library. There is an Adult Learning Centre there and I introduced Penny to the adult ESL and computer courses available, and we took some brochures for her to review at home. Also, I introduced her to the REACH Health Community where there is a Vietnamese family worker who could assist Penny if she needs help. I explained also about the Mosaic Center with many programs aimed at the Vietnamese community: family services, employment training, translation, immigrant services and so on.

Since this was the first time Penny had ever gone on the bus, she had asked me to explain to her the complete route and review which buses she would need to take to get from her house to Britannia. She carefully wrote all the details in her notebook and, of course, thanked me a lot for going with her on the bus.

What I want to mention here is the care of the parent with whom I work and to explain my attitude and my knowledge about the community. I don’t only work with parents on the HIPPY curriculum, but I try to find ways to bring all parents I work with from inside the house to outside. The story of Penny is one example. Although I was very tired on that party day – after an early start in the morning and traveling on six buses in the hot and dry weather, it was well worth it. Penny has taken a big step in overcoming her fears related to her limited English, her shyness and of getting lost on the way. She was very attentive to the bus route, and she showed real interest in the use of community services.

She needed someone she trusted to go with her on the bus for that first time so she could start to get out by herself, learn to be confident, and move away from her fears. I’m really happy that I had the opportunity to do the right thing at the right time. Who knows if, one day, Penny will get out by herself to find help or to study something? She may decide to join the ESL class, start some job training or go to a HIPPY group meeting. She did tell me that sometime she really wants to study something at least for herself. I hope I started her on that path.


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Robin: Her road to becoming a community leader
In 2009, Robin Green was elected to the band council of the Katzie First Nation in Pitt Meadows, where she is responsible for the Education and Health portfolio. If you had told Robin this a few years ago, she might not have believed you.

Growing up, she had few books to read. Her mom left school in grade 7, with low literacy skills and negative associations with education. This meant that Robin had no help with homework and certainly no encouragement to reach for the “As” on her report card. Her mother didn’t know how to help her. When Robin was 16, she dropped out of high school. When she was 19, her first baby, a beautiful little girl, was born. Fourteen months later, she gave birth to her son. It was at this point that life started to change for Robin. She decided to go back to school and the HIPPY program was introduced on the Katzie First Nation. A young mom wanting to break a negative cycle, Robin jumped at the chance to become a HIPPY home visitor.

Through the opportunity, her children experienced HIPPY. “We read books every day and did the activities together. It was such an enjoyable time for us. The change was almost immediate. Vocabulary was boosted and confidence went up,” says Robin. Her children are now 11 and 12.
There are “As” on their report cards. And Robin is working full time as a HIPPY coordinator. Robin’s experience is not the exception. While everyone’s story is different, HIPPY consistently provides a real solution for Canada’s low-income and socially excluded families.


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Kalpana's Story
She was young. She was determined. She had come to Canada in search of a better life. So when this Sri Lankan mom heard of HIPPY, she didn't hesitate, she knew she had found her ticket.

Kalpana's English was good, but her French was only basic, which was a problem as she lived in Québec and wanted to participate in her child's schooling. Through HIPPY she enrolled in language classes. In her second year with HIPPY, she became a home visitor in the program and worked with families in English, Tamil and French.

Her dedication and contribution to building bridges between her own Tamil community and Québec society is remarkable. Through her work with HIPPY, Kalpana has become a more independent woman, a role model in her community and an inspiration to her colleagues. After two years as a home visitor, she was ready to move on and, today, Kalpana is working as a French early childhood educator in a community day care centre.


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Meilan: Truly, deeply, happy for HIPPY.
Some things are so central, so important, that it is hard to imagine your life without them. A good friend can be like that, so can an education. For Meilan and her daughter, HIPPY was like that. Meilan enrolled with us in February 2009 - on the day her daughter turned three. After only a few weeks of learning and bonding, Meilan noticed that her daughter's skills were improving with every program activity. As every mother would, Meilan felt very proud and satisfied when she saw her child's excitement in learning.

Meilan's daughter has gotten so attached to the program that she doesn't let anyone touch her curriculum books. She prepares the table, takes out her materials, and starts the program with minimal assistance from her mother. She knows exactly when her 'happy HIPPY time' is.

Meilan's spoken English skills have improved and her reading and comprehension have increased noticeably. More importantly, her confidence as a mother and member of the community has grown.

Meilan and her daughter go to the local library almost daily, and the book bank once a week. At home, they now have their very own bookshelf full of books. Meilan recently joined a nutrition and parenting program, and has even hosted a brunch for 60 people!

She now volunteers at her LINC school and is a member of a mother's club there; she talks about HIPPY everywhere she goes. We've become a huge part of their lives and Meilan is glad to see her daughter become confident enough to choose what she likes to do and play. But what she loves the most is when they lie down on the bed to read. They are truly and deeply happy to have the program in their lives.

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Beatrice's Story
I have been asked to tell you my story on behalf of the families, Home Visitors and Coordinators in Canada whose journeys are similar to my mine.

My name is Beatrice Feza and I am from Congo. I immigrated to Canada in 1994 and lived in Québec City for 3 years before I moved to Vancouver in 1997. Suddenly everything changed. I felt like I didn't have a life. I couldn't go out or see my family doctor alone; I couldn't pick up the phone because of my limited English language skills. I would let people leave their messages on our voicemail and my husband listened to them. I wanted to go out, I wanted to talk to people but I couldn't. I was so shy, and choose to stay home.

One day, The first Coordinator of HIPPY phoned, I couldn't converse with her. I said I don't speak English. When my husband came home, I ask him to call her back. Then she explained why she called, described the HIPPY Program and booked her home visit. My husband told me why she phoned and explained a little of the program to me.

Then the Coordinator came to visit us and showed us the books and materials. She read one of the storybook to my daughter just to role play. At that moment, I decided to join the program.

I became a parent in the program. The Home Visitor came weekly, the materials were easy to follow, and the Home Visitor was supportive and encouraged me to try even when I felt I should give up. And when I saw my child and myself learning, it motivated me. At the group meetings, I met other women like me, going through the same struggles, fears, hopes that also motivated me. And bit by bit my confidence improved, I now had a normal life, I could read the entire storybooks, attended the group meetings, and borrowed English books from the library.

After 3 years, I was hired as a Home Visitor. My life changed totally. I continued to work hard on my English by speaking and writing. As I gained confidence, I helped other parents in the program to learn how to teach their children.

Four years later, I got the position as Coordinator. I worked even harder. Being part of this wonderful program, I learned administrative skills. I gained leadership skills and how to support my team. I developed interviewing skills, community research skills and facilitator skills. I reached out, expanded my knowledge of other ethnic groups I work with. I am applying all those skills on different daily activities.

The program has taught me couple of lessons: First it takes a strong and caring community to support isolated immigrants women. Second, despite challenges, immigrant women are facing, there is always hope that they can overcome issues they are facing.




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HIPPY Community Profile
WHO ARE HIPPY TORONTO KAREN FAMILIES?

HIPPY Toronto's Karen families are protected convention refugees in Canada, and belong to one of the few least recognized Burmese nation of present day Myanmar's military dictatorship political system. Prior to moving to Canada, many of them had lived in refugee camps for many years in Thailand, after months of hiding in jungles because of their homes, villages and settlements being stormed, destroyed or simply burned down by the Burmese army.

Most of the HIPPY moms we have been working with for the past two years went to school just for a few years, never really owned their own books, and had illiterate parents. Many of them got married when they were less than 16 years old, still children themselves, and became mothers at a very young age.

After coming to Canada their lives have changed enormously. Everything is new and different and their adaption process has started from day one and never really stopped. They find themselves in a completely different life dimension. This new society requires them to take on new roles and responsibilities. They need to adjust to the mega-city lifestyle from the camp life or rural environment in no time, learn a new language, culture, value of money, and most of all an educational system they never had a chance to explore before.

Education was the biggest motivation for Working Women Community Centre, an agency helping newcomer women and their families and the only host agency of the HIPPY program in Toronto, to get involved and become one of the unique support community agencies to help the Karen families to succeed in their new lives in Canada.

The HIPPY Home Visitor for the Karen community, Than Dar Oo, a mother in the program herself, was hired in 2009 to work with 8-10 families. Than Dar, known as Kit Kit in her community, has been doing an amazing job changing the Karen homes from a non-educational environment to homes full of books, curriculum packages, coloring papers, crayons, and even writing boards. Anything needed to create the foundation for learning through role-play. She has truly fostered the joy of learning, which has become the everyday reality for these families, and the results have been immeasurable.

HERE ARE SOME EXAMPLES:

All of the Karen HIPPY children are very excited about HIPPY! They love to play and read. They want their parents to read to them. One of the moms, Moo Lay Paw, says, "My daughter is only three and thanks to the HIPPY program she already has an evening reading routine. If I forget to read to her, she always reminds me in the morning."  Another HIPPY mom, Ta Kaw Paw, stated to the Toronto Star journalist during their interview in June 2011; that Htoo Htoo Paw Say, her daughter only 4 years old, wants me to read to her. "I read as much as I can. If I don't understand everything, I ask her what the story is about and she tells me with her own words. Her teacher says that she has improved in writing and reading and her English is much better now."

Some of our HIPPY Karen children finished their junior year in the kindergarten. Compared to other children in the classroom, their performance was above expectation. Throughout the school year they got recognized by teachers among other classmates. They received letters of recognition, and were rewarded for well behaving, expressing excitement for learning, and brilliant in knowing what was expected from them and beyond.

Their mothers' self confidence (compared to other Karen women) has grown in all aspects of their lives. Their reading ability, and English language comprehension have considerably improved. They have gained a more optimistic perspective towards the future, and their drive to learn and understand their community has noticeably increased. Another HIPPY mom, Say Law Paw, said (during my second year visit without a translator): "Now I'm confident to move in my neighborhood and I'm ready to explore Toronto. Alone!"

All Karen HIPPY mothers have actively taken the role of being their children's first teachers, an idea well promoted by HIPPY. The Karen HIPPY moms follow Kit Kit's steps exactly, after she leaves from the home visit. They follow the HIPPY curriculum, they look for unfamiliar English words in their dictionaries, and if needed, contact her (home visitor) to make sure they understand everything clearly while role playing HIPPY with their children. We can't be more proud! Everything goes step-by-step, and maybe sometimes it takes longer, but we can't be more proud of the progress of our special clients!

Than Dar Oo or Kit Kit, our Karen Home Visitor had once said:
"HIPPY opens my eyes to see the new meaning of life. I've learned so much about other people and I keep learning. Since working for the HIPPY program, I've been always learning something new. We learn from each other and I like that a lot! Not many jobs offer this on a regular basis. With HIPPY in WWCC it's almost a must! My confidence has increased, as I've gained more social and communicational experience in Canada. I'm part of a great team and I care for the families I work with a lot! I'm happy for their successes, even the smallest one, and their children have smiles for me each time I walk in. Some of the HIPPY clients are becoming my friends. I also have learned so much about child development on our weekly home visitor's trainings. I understand my own children better and I see that my own family is bonding stronger.

I know there are many obstacles in my community (Karen people), but I have observed positive changes as many of the HIPPY families are becoming recognized by others in their own community. They are respected and set an example for those who still hesitate to step in to create a change for themselves in this country (Canada) which offers more than it promises."

Stefania Ntonas - HIPPY Toronto Site Lead, who has worked with and supported Than Dar Oo and her HIPPY families says: "I can't see more concrete examples of how HIPPY incorporates its beliefs in social change on a more practical level by serving this culture-specific community. "

By: Stefania Ntonas - HIPPY Toronto Site Lead for Davenport/Perth, Francophone & Karen communities


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News Releases

Scaling High Impact
Symposium for Not-For Profits Committed to Navigating Social and Economic Change and Strategic Philanthropists Vancouver, BC, March 26, 2013
Event Program


Practicing Citizenship

Four program sites participated in the Practicing Citizenship Program: Britannia Community Services Centre, MOSAIC, UMOJA and Iraqi Women from Al-Kawthar Community.

Thirty four women participated in the program and transformed their lives.

The women gained skills and knowledge in identifying community issues and developing six projects over the course of two years to address: Affordable Housing, Affordable Adult Basic Education, Participation in the Federal Election Process, Operation Cooperation Community Project, Assisting New Immigrants and Refugees, and Stop Abuse!.

The women developed and enhanced their essential skills in: working with others, computer use, oral communication, document use, reading, continuous learning and critical thinking / problem solving. They also developed and enhanced their presentation skills.

Results included:

• 70% of the participants reported that they have gained more knowledge about their rights and responsibilities as citizens and some voted for the first time since arriving in Canada.

• Participants gained knowledge about the functions of the three levels of government and the role of the NGO sector.

• 93% of participants report that they are now more involved in their community; they volunteer at their local community organization and/ or their children’s schools.

• 93% of participants felt that they have developed social networks and have formed new friends.

• 82% of participants felt that they now know more about their community and how to access community resources.

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HIPPY Canada is pleased to announce the Carol and Ron Slater Scholarship Fund for Home Visitors

The Carol and Ron Slater Scholarship Fund, seeded with a generous donation from Carol and Ron Slater, is intended to provide support to Home Visitors who are ready to pursue higher education and have demonstrated and / or expressed interest. This fund is created to fulfill our commitment to following job creation and skill training outcomes to Home Visitors. The first scholarships will be awarded in Spring 2013.


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Aboriginal HIPPY honours Phil Fontaine at a gala dinner in Toronto on September 19, 2012

On September 19, 2012, 400 guests gathered at the Fairmont Royal York Hotel in Toronto to celebrate the lifetime achievements of Mr. Fontaine and the work of Aboriginal HIPPY. Key tribute speakers included the Right Honourable Paul Martin, the Honourable Chuck Strahl, Mr. Lloyd Axworthy (by video), Chief Roger Augustine of the Assembly of First Nations, and Mr. Jack London.

The evening was an opportunity to consider Mr. Fontaine’s lifetime achievements in both personal and historical contexts and to gain insight Into Mr. Fontaine’s journey with his colleagues, friends and family who supported him.

A very special thank you to all our sponsors and guest for contributing to the success of this historic event.

































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Her Excellency Visits HIPPY

On the afternoon of February 16, 2012, the HIPPY (Home Instruction for Parents of Preschool Youngsters) program and the Musqueam Indian Band hosted Her Excellency, Sharon Johnston, wife of Governor General David Johnston. His Excellency is patron of the HIPPY Canada program.

Co-hosted by the Musqueam Band and Aboriginal HIPPY at The Musqueam Cultural Education Resource Centre in Vancouver, this extraordinary event began with a welcome to Her Excellency with a traditional Musqueam song led by Alec Dan and accompanied by Respected Elder Larry Grant. Counselor Wade Grant served as Master of Ceremonies.

Her Excellency addressed the community from within the circle. In her inspiring address, she emphasized how “very, very proud” she is that her husband is the first Patron of HIPPY Canada. Her Excellency also spoke of her own experience raising five children: “I appreciate how tough it is to be a teacher to a child, it is so essential”. Her Excellency also spoke warmly of what the north can teach the south: "I am here to learn things that I can take back into my own culture. There is so much that we can learn from you".

Elder Larry Grant and Elder Mary Charles gave heartfelt speeches on the Musqueam people and the impact that the HIPPY program has had on its community. Elder Grant spoke of the history of the Musqueam people being a matriarchal society; “the knowledge came from the mother”. Counselor Grant praised the HIPPY program and its mission, saying: “For education to succeed, it has to start at home.”

Next we heard from HIPPY parents, home visitors and HIPPY graduates. HIPPY moms spoke of how, through the program, they were able to spend more time bonding with their children and how their children’s teachers could see the positive results of the program. A few brave HIPPY graduates spoke about what they loved about the program, holding signs with “HIPPY Rocks because it helps me and Mia read” printed in big, bold letters. It was obvious that both parents and children benefit from the HIPPY program.

Her Excellency spent a great deal of time one-on-one with members of the Musqueam band, occasionally sitting down on the floor with some of the Musqueam children to interact on a more personal level. The children were thrilled. Elder Grant closed the event with a beautiful history presentation on the Musqueam people.

HIPPY Canada is very grateful for both Her Excellency’s visit and the Patronage of His Excellency the Right Honourable David Johnston. The Board and staff of HIPPY extend a sincere thank-you to the Musqueam Band for their warm hospitality and the gift of hosting such a moving event.
















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HIPPY USA has been selected to the S&I 100 Index

HIPPY USA has been named one of America’s top-performing nonprofit organizations on a newly launched giving platform! The Social Impact 100 (S&I 100), launched by the Social Impact Exchange, is the first-ever, broad index of U.S. nonprofits with proof of results and a high potential to reach even more people. Modeled on aspects of the S&P 500, the S&I 100 aggregates top-performing, evidence-based nonprofits so that funders – donors and foundations – can have confidence that they are contributing to organizations that consistently deliver impact. The Index helps these nonprofits find the capital they need to reach more people, and empowers donors to make a bigger difference.

Covering 100 high-impact nonprofits and nearly 16,000 local affiliates that are implementing their solutions, the Index features nonprofits like ours that address the country’s most pressing issues in education, health, youth and poverty. Each of the 100 organizations has been rigorously screened for proof of impact and is only included in the Index if it has the ability to serve more people in need.

When donors use the S&I100, they can search for high performing nonprofits in the issue areas and locations they care about and give directly to the organizations in a few quick and easy steps, making it easier for nonprofits like us to raise funds to grow our work.

To learn more, visit www.SI100.org.


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HIPPY Canada Honours Hershell Ezrin in Toronto

For immediate release

Toronto: On Tuesday 29 March 2011 HIPPY Canada honoured political advisor, businessman, philanthropist and activist Hershell Ezrin at a Gala Dinner at the Sheraton Hotel Toronto.

More than 500 leaders from the political, business, academic, diplomatic and charitable sectors were present to celebrate the distinguished career in politics, business, strategic consulting, and for dozens of not-for-profit organizations of Hershell Ezrin. Of Mr. Ezrin’s vast experience and uncompromising dedication to community, good governance and ethics, HIPPY Canada Chair Tim Casgrain said:

"Hershell is a man whose love of family, community, country, and culture has driven him to strive for excellence, help others achieve it and encourage it wherever he goes. His life story fits with the values of the HIPPY Canada program – to work for the betterment of mothers and their families and to spread the benefit as far into the community as possible"

Mr. Casgrain announced the creation of a scholarship in history at Mr. Ezrin’s alma mater, University College at the University of Toronto:

"to honour Hershell’s dedication to equality, inclusion, and public policy designed to benefit both new Canadians and established communities."

To further celebrate Mr. Ezrin’s work to improve public policy in Canada, Maryantonett Flumian, Chief Executive Officer of the Institute of Governance, announced the Hershell Ezrin Lecture in Public Policy to be held in Ottawa later this year. Said Ms. Flumian:

"The Institute on Governance is delighted to sponsor this event which, given Hershell’s track record for intelligent and intense analysis, is certain to be a highlight in Canada’s public debate about our most important policy initiatives."

In a moving tribute to Mr. Ezrin’s stellar career and dedication to community, HIPPY Canada Coordinator at the Britannia site in British Columbia Beatrice Feza told the spellbound audience of her experience as a new immigrant who benefited from the programs of HIPPY Canada and she presented Mr. Ezrin with a book assembled by a number of HIPPY mothers and children of their own life stories and pictures.

In an evening that included video greetings from the Premier of Ontario and warm, personal greetings from the Hon. Jason Kenney, Minister of Citizenship, Immigration and Multiculturalism, Mr. Ezrin addressed the crowd in a speech that outlined his firm belief in the importance of a well-rounded education, including music and arts, for all children and our responsibility as citizens to maintain strong public policy that adheres to Canadian values.  Regarding his long and productive career and reputation for hard work and uncompromising integrity, Mr. Ezrin credited his upbringing in the Canadian Jewish community and the unswerving support of his loving family.

In addition to honouring Mr. Ezrin, the Gala Dinner brought the accomplishments and important future goals for HIPPY Canada to the attention of a huge number of Toronto’s leaders and raised funds for HIPPY Canada’s expanding programs helping mothers and children in Canada’s most vulnerable communities.

For more information:
Debbie Bell, 604.676.8251
dbell@hippycanada.ca


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Government of Canada to fund project to engage Vancouver-area immigrant women

Vancouver, July 13, 2010 A Vancouver-area project funded by the Government of Canada will help female newcomers to Canada better understand and more fully engage in Canadian society. Today, John Weston, Member of Parliament for West Vancouver-Sunshine Coast-Sea to Sky Country, on behalf of Jason Kenney, Minister of Citizenship, Immigration and Multiculturalism, announced funding for Home Instruction for Parents of Pre-School Youngsters (HIPPY) Canada for their Practicing Citizenship project. .

"Giving newcomers the tools to fully participate in Canadian society is something that will serve all Canadians in the long-run," MP Weston said. "With today's announcement, we are acting to help new and established Canadians succeed together in building a strong, integrated society."

CIC's contribution helped to establish Practicing Citizenship, a project that aims to increase the participation of ethno-cultural minority women in Canadian society. Through classes on Canadian history and democracy, practical experiences in the community, mentoring and literacy training, approximately 50 female newcomers to Canada will gain the knowledge and confidence necessary to become fully engaged in the community.

"Over time, our organization has encountered many new Canadian women who felt isolated and unable to integrate," said Debbie Bell, Executive Director of HIPPY Canada. "With those women in mind, HIPPY Canada partnered with MOSAIC and the Multicultural Helping House Society to develop the Practicing Citizenship program. We welcome the government s support for this important initiative."

Citizenship and Immigration Canada's Multiculturalism Program supports projects that promote intercultural understanding and equal opportunity for people of all cultures and faiths. For more information, please visit CIC's website.

Follow us on Twitter at www.twitter.com/CitImmCanada.

For further information (media only), please contact:
Celyeste Power Minister s Office Citizenship and Immigration Canada<
Media Relations
Communications Branch
Citizenship and Immigration Canada
613-952-1650
CIC-Media-Relations@cic.gc.ca



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HIPPY helps kids be ready for school
United Way of the Lower Mainland
Impact, Fall 2008
Adobe Acrobat download

The reading habit forms in childhood
Best-loved authors survey
The Globe and Mail, September 2, 2008
Internet link

Giving kids an early boost: Debbie Bell launched the Canadian version of HIPPY, an acclaimed program that helps disadvantaged children prepare for kindergarten and beyond
by Janet Tibbetts
The Gazette, January 8, 2008
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TEN to watch: B. C. woman takes kids program across Canada
by Janet Tibbetts
Vancouver Sun, January 2, 2008
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Childhood ills linked to lifelong woes
by Daniel Girard
Toronto Star, March 26, 2007
Adobe Acrobat download

Parents tune in to HIPPY - Program helps low-income immigrant parents to become the first teachers for their children as they enter school
by Nicholas Keung
Toronto Star, March 12, 2007
HTML link

Ottawa gives literacy group 18-month reprieve
by Lindsey Wiebe
Winnipeg Free Press, January 26, 2007
HTML link

Literacy Partners of Manitoba leads unique family literacy initiative for immigrants
Press Release
Literacy Partners of Manitoba, January 25, 2007
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What it takes to make a student
by Paul Tough
New York Times Magazine, November 26, 2006
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Outreach benefits immigrant families - Preschool program helps parents, too
The Vancouver Sun, September 25, 2006
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Canada lagging on early childhood education
Toronto Star, September 24, 2006
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Immigrant preschoolers get help from HIPPY: Early literacy skills
National Post, June 9, 2006
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Recognizing community service: YWCA nominate three North Shore women for awards
North Shore News, April 23, 2006
Internet link

World Health Organization, knowledge hub for ECD: Website announcement
The Human Early Learning Partnership has been chosen by the World Health Organization to be the Knowledge Hub for Early Child Development. The Knowledge Hub, led by Dr. Clyde Hertzman, is working with a network of ECD experts from various sectors around the world to produce globally relevant knowledge about social determinants of early child development, health and well-being. To learn more about the Knowledge Hub for ECD and the mission of the World Health Organization's Commission on Social Determinants of Health (CSDH) please visit the following website:
Internet link

Working with families: A profile of aboriginal HIPPY
Westcoast Child Care Resource Centre
BC Child Care Provider News, Issue 9, January 2006,
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HIPPY newspaper articles 2005
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The centre supports HIPPY Quebec
The Centre for Literacy, September 2005 Issue
Internet link

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Working Women Community Centre, newsletter summer/fall 2005
Toronto, ON
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HIPPY: Helping parents to prepare their children for school
by Drew Wortman, Canadian Child Care Federation
Interaction, Volume 19, Number 1, Spring 2005
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Aboriginal HIPPY Canada
September 2004
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The aboriginal HIPPY program - The empowerment of our children
Kahtou, July 2004
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Preschool literacy program piloted in Vancouver
Raven's Eye, May 2004
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HIPPY newspaper articles 2004
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Vancouver Sun Raise-a-Reader Day 2003: $235,000 raised for children's literacy
Internet Link
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Aboriginal HIPPY: An exciting new educational program for parents and children
Autumn 2003
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HIPPY newspaper articles 2003
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HIPPY in line for funding
Simon Fraser News Clippings, Oct 31, 2002
Internet link

HIPPY takes root in Vancouver
Simon Fraser News, Sep 18, 2002 , vol. 25, no. 2
Internet link

HIPPY helps poor kids succeed in school
The Canadian Jewish News, Feb 21/2002
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HIPPY newspaper articles 2000-2002
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HIPPY finally happening
Simon Fraser News, November 18, 1999 - Vol . 16, No. 6
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The promise of the early years: How long should children wait?
Canadian Paediatric Society
Paediatr Child Health Vol 17 No 10 December 2012
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HIPPY Toronto Newsletter
November 2012
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2012 Child Poverty Report Card
First Call: BC Child and Youth Advocacy Coalition
November 2012
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Bond to Literacy: Parent-Child Reading Pilot Project - Final Evaluation Report 2011-2012
by Heather L. Commodore
Aboriginal HIPPY Canada
October 2012
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In the Running for Successful Outcomes: A Review of the Literature
By Rachel Anderson & Tamara Halle
Child Trends
Presented at the 2012 Head Start Conference
Washington, DC, June 19, 2012
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In the Running for Successful Outcomes: Latent Profiles and Growth Curve Analyses of Students from Kindergarten through Eighth Grade
By Elizabeth Hair, Tamara Halle, and Lele Yange
Child Trends
Presented at the 2012 Head Start Conference
Washington, DC, June 19, 2012
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In the Running for Successful Outcomes: Predicting Elementary School Academic and Social Trajectories from School Readiness Skills
By Peg Burchinal, Ana Auger, Hsiao Tien, Pan Yi, Elizabeth Hair, Tamara Halle
Child Trends
Presented at the 2012 Head Start Conference
Washington, DC, June 19, 2012
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Does Preschool Matter?
By Jonah Lehrer
(http://www.wired.com/wiredscience/2012/03/does-preschool-matter)/
March 5, 2012
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2011 Child Poverty Report Card
First Call: BC Child and Youth Advocacy Coalition
November 2011
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Babies are smarter than you think
By Alison Gopnik
Special to CNN/
October 23, 2011
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Investing in our Future
An evaluation on the national rollout of HIPPY. Final report to the Department of Education, Employment and Workplace Relations
by Associate Professor Max Liddell, Tony Barnett, Fatoumata Diallo Roost, Juliet McEachran
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The Truth: Newcomers build bridges
by Randa El Ozeir
MNLC New Voices, Summer 2011
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Regional Consultations on Services to Newcomer & Ethno-Cultural Minority Children, Youth and Families.
by The Afliation of Multicultural Societies and Service Agencies of BC (AMSSA)
May 2011
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Impact of HIPPY on home learning environments of Latino families)
by M. Angela Nievar, Arminta Jacobson, Qi Chen, Ursula Johnson, Shannon Dier, University of North Texas, Department of Educational Psychology
Early Childhood Research Quarterly 26 (2011) 268-277
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The national evaluation of the Home Interaction Program for Parents and Youngsters (HIPPY)
by Associate Professor Max Liddell, Monash University; Tony Barnett, Research & Policy Manager, Brotherhood of St Laurence; Associate Professor Ian Gordon, Director, Statistical Consulting Centre, University of Melbourne; Fatou Diallo Roost, Research Officer, Brotherhood of St Laurence; Juliet McEachran, Senior Research Officer, Brotherhood of St Laurence
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The Social Change Quotient: Are We Doing Our Share?
Theories of Change: Moving from Outputs to Outcomes
2010 HIPPY Form Keynote Address by Heléne Clark, ActKnowledge
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The Social Change Quotient: Are We Doing Our Share?
Theory of Change Workshop
2010 HIPPY Form Workshop by Heléne Clark, ActKnowledge
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Taking Stock of Lifelong Learning in Canada: Progress or Complacency?
Canadian Council on Learning
Background Report August 2010
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The Care, Identity and Inclusion Project: A Community Discussion Series - Facilitator's Guide

Facilitation Process:
Bonnie Soroke, HIPPY Canada
Debbie Bell, HIPPY Canada
Research Findings:
Paul Kershaw, UBC, Human Early Learning Partnership
Debbie Bell, HIPPY Canada
Tammy Harkey, HIPPY Canada
2009
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Newcomer Themes Adobe Acrobat download
Aboriginal Themes Adobe Acrobat download

Translations:
Adobe Acrobat download - Chinese
Adobe Acrobat download - French
Adobe Acrobat download - Spanish
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Possibilities: Oakville's Vital Signs 2009
Oakville Community Foundation
2009
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Ottawa's Vital Signs 2009: The City's Annual Checkup
Community Foundation of Ottawa
2009
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Examining Mothers' Perceptions on the Effectiveness of Home Instruction for Parents of Preschool Youngsters (HIPPY) Program
A Research Project submitted to the Graduate Program in Education in partial fulfilment of the requirements for the degree of Masters of Education
Almaz Asfaw Reda
August 2009
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Home Visitation: The Cornerstone of Effective Early Intervention
Written Testimony by Deborah Daro Ph.D. Chapin Hall at the University of Chicago
June 9, 2009
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Testimony Before the Subcommittee on Income Security and Family Support of the House Committee on Ways and Means
Statement of Jeanne Brooks-Gunn, Ph. D., Professor of Child Development at Teachers College and the College of Physicians and Surgeons, Columbia University, New York, New York
June 9, 2009
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Home Intervention Program for Parents of Pre-School Youngsters (HIPPY*): An efficacy study
by ALynn Butler Kisber, McGill University, Joanne Kingsley, Bishop s University and Sylvia Sklar, McGill Universtiy
June 2009
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4 good reasons why ECE is not just important, but essential
by Anne W. Mitchell
Advocacy Exchange, May/June 2009
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2008 Report Card on Child and Family Poverty in Canada
Campaign 2000, www.campaign2000.ca
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HIPPY Research Summary
A list of research reports that have been produced since the 2003 publication of Parents Making A Difference, organized by primary focus on children, parents, home visitors or community.
March 2009
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From Immigration to Participation: A Report on Promising Practices in Integration
Public Policy Forum
November 2008
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Beyond the checklist: Using reflective practice to remove barriers in family and community literacy
by Cheryl Brown and Wendell Dryden
Literacies #9, Fall 2008, Pages 23-28
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Effective Educational Programs for Young Children: What We Need to Know
by Ruby Takanishi and Kimber L. Bogard, Foundation for Child Development
Society for Research in Child Development, 2007, Volume 1, No 1, Pages 40-45
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Ensuring the Best Start in Life: Targeting versus Universality in Early Childhood Development
by Gillian Doherty
IRPP Choices, December 2007, Volume 13, No. 8
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Promoting child and family well-being by linking personal, organizational, and community well-being (PowerPoint Presentation)
by Dr. Isaac Prilleltensky, Professor of Educational and Psychological Studies and Professor of Psychology; Dean, School of Education
University of Miami
Presented at the HIPPY International Conference
April 30, 2007, Vancouver, BC
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Home visiting, research, training and infrastructure - A literature review
by Tina Holden on behalf of
BC Council for Families, February 2007
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The productivity argument for investing in young children
by James J. Heckman, University of Chicago and
Dimitriy V. Masterov, University of Michigan
January 2007
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Family literacy, Policy brief No. 19
Family Strengthening Policy Centre
National Human Services Assembly, January 2007
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Growing up in North America: Child health and safety in Canada, the United States and Mexico
Children in North America Project
The Annie E. Casey Foundation, Baltimore, MD, 2007
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Education for all - strong foundations: Early childhood care and education
EFA Global Monitoring Report 2007
United Nations Educational, Scientific and Cultural Organizations
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Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade
by Elizabeth Hair, Tamara Halle, Elizabeth Terry-Humen, Bridget Lavelle, Julia Calkins
Early Childhood Research Quarterly 21 (2006) 431–454
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Home visitation: Assessing progress, managing expectations
by Deborah Daro, PhD
Chapin Hall and the Ounce of Prevention Fund, Chicago, IL 2006
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Children at risk - Consequences for school readiness and beyond
RAND Research Brief, 2005
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Proven benefits of early childhood interventions
RAND Research Brief, 2005
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A variety of early childhood interventions have generated favorable economic returns
RAND Review, Fall 2005
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The role of parents and family in children's early education
by Sarah-Eve Farquhar, Keynote presentation to the International HIPPY Symposium
Auckland, September 22, 2005.
Source: http://www.childforum.com/
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Should science be taught in early childhood?
by Haim Eshach and Michael N. Fried
Journal of Science Education and Technology, Vol. 14, No. 3, September 2005
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Replication in practice: lessons from five lead agencies
by Mary McGonigel
Zero to Three, May 2005, Chicago,IL
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Is Home visiting an effective strategy?: A meta-analytic review of home visiting programs for families with young children
by Monica A. Sweet and Mark I. Appelbaum
University of California, San Diego,CA, September 2004
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Press release: Adobe Acrobat download

Family meals
Child Trends DataBank, 2003
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Parents making a difference: International research on the home instruction for parents of preschool youngsters (HIPPY) program
by Miriam Westheimer
The Hewbrew University Magnes Press, Jerusalem, 2003
ISSN 0793-3916

Introduction: A decade of HIPPY research
by Miriam Westheimer .
Parents Making a Difference, pages 19-45..
The Hebrew University Magnes Press, Jerusalem, 2003
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Universal pre-kindergarten: State of play
by Gene I. Maeroff
The Foundation for Child Development, 2003
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Are 5-year-old children ready to learn at school? Family income and home environment contexts
Statistics Canada, National Longitudinal Survey of Children and Youth 2002-2003
HTML download

The Vancouver HIPPY project: Preliminary evaluation findings from a multicultural program
by Lucy Le Mare and Karyn Audet
Faculty of Education, Simon Fraser University
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Evaluation and research: Parents making a difference
Edited by Miriam Westheimer
Faculty of Education, Simon Fraser University
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What we know about how HIPPY works: A summary of HIPPY evaluation research
HIPPY USA, Winter, 2001.
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The following resources are for use by literacy practitioners and are referred to in: Literacy Plus: A Practitioners' Guide to Adding Adult Literacy Activities to Family Service Programs by Bonnie Soroke, 2008

Literacies Slide Show
by Bonnie Soroke
ZIP file download

Weaving Literacy Project - Linking literacy and community building: Activities, findings and implications research and practice
by Suzanne Smythe
ZIP file download

HIPPY Canada has partnered with TVO to prodcue a series of How-To Videos - available in 9 languages - to help parents teach their pre-school childen about language, math, and science.



HIPPY Canada has partnered with TRU that allows qualifying HIPPY Canada Home Visitor program graduates the opportunity to complete TRU-OL's; Certificate in General Studies, Certificate in Management Studies and Diploma in Management Studies programs. Visit the TRU website for more information.


Charity Village http://www.charityvillage.com

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