Long-term effects of early childhood programs on cognitive and school outcomes
Long-term effects of early childhood programs on cognitive and school outcomes
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DOI：
10.2307/1602366
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发表时间：
1995-12-01
影响因子：
--
通讯作者：
Barnett, WS
中科院分区：
文献类型：
--
作者：
Barnett, WS
早期儿童计划在多大程度上对儿童的认知发展、社会化和学校成功产生长期效益是一个有争议的问题。本文回顾了36项关于示范项目和大型公共项目的研究，以考察这些项目对低收入家庭儿童的长期影响。审查仔细考虑了与研究设计有关的问题。它包括学前教育，学前教育，儿童保育和家访计划的研究，主要集中在儿童的认知发展的计划参与的影响。研究结果表明，早期儿童教育计划可以产生巨大的短期利益，为儿童的智商（IQ）和相当大的长期影响的学业成绩，年级保持，安置在特殊教育和社会适应。并不是所有的项目都能产生这些好处，也许是因为不同项目的质量和资金的差异。文章最后提出了今后行动的建议。
The extent to which early childhood programs produce long-term benefits in children's cognitive development, socialization, and school success is a matter of some controversy. This article reviews 36 studies of both model demonstration projects and large-scale public programs to examine the long-term effects of these programs on children from low-income families. The review carefully considers issues related to research design. It includes studies of preschool education, Head Start, child care, and home visiting programs, and focuses primarily on the effects of program participation on children's cognitive development. Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment. Not all programs produce these benefits, perhaps because of differences in quality and funding across programs. The article concludes with recommendations for future action.