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The Home Interaction Program for Parents and Youngsters (HIPPY) is a home-based early learning and parenting program for families with young children.

Families start HIPPY the year before their child starts school (usually around 4 years old) and continue during their first year of school.

HIPPY is a voluntary program and is free for families.

HIPPY families spend around 10 to 15 minutes a day, five days a week, doing educational activities together. Home tutors schedule regular weekly or fortnightly visits with parents to work through the program activities in the family’s home. Parents are also encouraged to participate in regular parent group meetings.

Parents and carers deliver a specifically designed and structured curriculum of learning activities, consistent with AEDC domains and Australian Early Learning Framework.  The program activities are designed to be integrated into the daily life of the family.

The first year of the program provides children with 30 weeks of activities which support literacy and numeracy skills. The second year extends these activities and provides parents with additional information about children’s learning and development.

Each HIPPY program is staffed by a tertiary qualified Coordinator and a team of Home Tutors. The Home Tutors are usually past or current parents participating in the program who live in the local community. Home Tutors are paid employees and receive training and support from the Coordinator.

HIPPY contributes to children making a successful transition to school and beyond. Local HIPPY Providers offer parents a pathway to employment and foster community leadership. 

HIPPY is supported by research that shows that children’s most powerful learning comes from their family, and that getting a strong start at school sets children up for life.

HIPPY in Australia is funded by the Australian Government Department of Social Services.

The HIPPY Vision

 HIPPY is dedicated to:

  • building a love learning
  • increasing the chances of positive early school experience among children and parents
  • empowering parents to understand their crucial role in developing their child’s readiness to learn
  • providing children with stimulating and varied learning opportunities
  • enhancing interaction between parents and their children
  • engaging parents and children in the joy of learning
  • creating a learning environment in the home that encourages the development of literacy skills
  • reducing the social isolation of parents
  • fostering parental involvement in school and community life
  • providing parents with the opportunity to become Home Tutors in their own community
  • supporting Home Tutors to develop the skills and work experience needed to compete successfully in the labour market.