Cognitive and Family-Support Mediators of Preschool Effectiveness: A Confirmatory Analysis

Reynolds, Arthur J.; Mavrogenes, Nancy A.; Bezruczko, Nikolaus; Hagemann, Mavis

doi:10.2307/1131883

Cited by 99 publications

(68 citation statements)

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“…The first predicts that the immediate effects are sustained. The cognitive advantage hypothesis, for instance, predicts that early intervention ''initiates a positive cycle of scholastic development and commitment that culminates in improved developmental outcomes in adolescence and beyond'' (Reynolds, Mavrogenes, Bezruczko & Hagemann, 1996, p. 1119. However, the second, rival hypothesis predicts that effects fade over time.…”

Section: Retention Of Effectsmentioning

confidence: 99%

The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention

Blok¹,

Fukkink²,

Gebhardt³

et al. 2005

International Journal of Behavioral Development

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Although it is generally believed that early intervention programmes are an effective means to stimulate children's cognitive development, many questions remain concerning programme design and delivery. This article reviews 19 studies into the effectiveness of early intervention programmes published from 1985 onward. The database comprised 85 different outcomes or effect sizes (71 in the cognitive domain, 14 in the socioemotional domain). The overall effect size estimate was d ¼ 0.32 (SE ¼ 0.05) in the cognitive domain, and d ¼ 0.05 (SE ¼ 0.02) in the socioemotional domain. Effect sizes were found to depend on delivery mode. Centre-based interventions and interventions following the combined home-and centre-based delivery mode produced greater effect sizes than did home-based programmes in the cognitive domain, but not in the socioemotional domain. The programme inclusion of coaching of parenting skills was also positively related to outcomes in the cognitive domain. Several other programme characteristics, including age of onset, programme length and intensity, continuation after kindergarten, and the inclusion of social or economic support, appeared not to be uniquely related to outcomes.

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Section: Retention Of Effectsmentioning

confidence: 99%

The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention

Blok¹,

Fukkink²,

Gebhardt³

et al. 2005

International Journal of Behavioral Development

View full text Add to dashboard Cite

show abstract

“…Three randomized studies in particular are frequently cited to show the potential benefits of early education: the High/Scope Perry Pre-school project (Schweinhart et al, 1993), the Abecedarian project (Ramey & Ramey, 1998;Masse & Barnett, 2002), and the Chicago Child-Parent Center programme (Reynolds, 2003). In all cases, impressive effects have been found, including: better achievement (higher reading, maths and literacy scores), better school adjustment, less repetition and greater school completion, less use of special services, reduced welfare expenditures, greater earnings, and reduced criminal behaviour (Campbell & Ramey, 1994;Reynolds et al, 1996;Ou, 2003;Melhuish, 2004;Ou & Reynolds, 2004). These studies also provide estimates of the economic benefits associated with the programmes; in two cases the return is estimated at 7 to 1 and in one at 4 to 1 (Myers, 2004).…”

Section: Introductionmentioning

confidence: 99%

Children’s access to pre‐school education in Bangladesh

Nath

Sylva

2007

International Journal of Early Years Education

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Using the Education Watch household survey database, this paper explores children's access to preschool education in Bangladesh. Participation in pre-school education has been increasing in Bangladesh at the rate of 0.6% per year and the net enrolment rate was found to be 13.4% in 2005. Enrolment of over-aged children in pre-school education made the gross enrolment ratio as high as 30.5%. However, over half of the four to five year olds at school were actually enrolled in primary school and not in pre-school. Moreover, 71% of the four-to five-year group were out of school. Only a third of the four-to five-year-old children enrolled in schools had the opportunity to attend the English-medium kindergartens or NGO-run non-formal schools, both of which provide better quality pre-school education. Urban children, especially those with educated parents and from more privileged socio-economic backgrounds, were more likely to have access to pre-school education. The lack of a common pre-school curriculum seems to have created further inequity among children at this very early age. An educational policy targeting poor and socially disadvantaged children with support from both the state and current pre-school providers is urgently needed to provide four-to five-year-old children appropriate education for their needs.

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“…A number of preschool programs have been shown to increase academic achievement, particularly for children from low-income homes and facing high levels of psychosocial disadvantage (Ramey & Campbell, 1991;Reynolds, Mavrogenes, Bezruczko, & Hagemann, 1996;Schweinhart et al, 2005). Furthermore, these programs have demonstrated effects on long-term life outcomes such as academic achievement, earnings, judicial involvement, home ownership, marital stability, and similar outcomes (Reynolds, Temple, Robertson & Mann, 2001;Schweinhart et al, 2005), suggesting that the programs promoted self-regulation and thereby increased what can be considered as the development of human capability (Heckman, 2007).…”

Section: Enhancing Self-regulation To Promote Achievementmentioning

confidence: 99%