by Center for the Future of Children, The David and Lucile Packard Foundation in Los Altos, Calif .
Written in English
|Statement||editor, Richard E. Behrman.|
|Genre||Case studies., Statistics.|
|Series||The future of children -- v. 5, no. 3.|
|Contributions||Behrman, Richard E., 1931-, Center for the Future of Children., David & Lucile Packard Foundation.|
|The Physical Object|
|Pagination||221 p. :|
|Number of Pages||221|
Statement of purpose / Richard E. Behrman --Long-term outcomes of early childhood programs: analysis and recommendations / Deanna S. Gomby et al --Long-term effects of early childhood programs on cognitive and school outcomes / W. Steven Barnett --Long-term effects of early childhood programs on social outcomes and delinquency / Hirokazu. 1. Future Child. Winter;5(3) Long-term outcomes of early childhood programs: analysis and recommendations. Gomby DS, Larner MB, Stevenson CS, Lewit EM Cited by: Provides brief descriptions of major types of early childhood programs, and reviews what is known about the effects of early childhood programs on children and their families. The authors also consider how those effects come about and why effectiveness varies across programs. Five policy questions and recommendations are discussed regarding how childhood programs can be by: Long-Term Effects of Early Childhood Programs on Social Outcomes and Delinquency Hirokazu Yoshikawa Abstract The search for ways to prevent juvenile crime in the United States has become a mat-ter of national urgency, as the incidence of serious offenses continues to rise. Most pre-vention initiatives focus on late childhood or Size: KB.
Boocock, S. S.; Barnett, W. S.; & Frede, E. (). Long-term outcomes of early childhood programs in other nations: Lessons for Americans. Young Children, 56(5), 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, Author: William Steven Barnett. Early Childhood Education: The Long-Term Benefits Linda Bakken a,b, Nola Brown, and Barry Downing aWichita State University, Wichita, Kansas; bTOP Early Learning Centers, Wichita, Kansas ABSTRACT This study was designed to substantiate the positive, long-term out-comes demonstrated by children from economically disadvantagedCited by: Boocock SS, Larner MB. Long-term outcomes in other nations. In: Barnett SW, Boocock SS, eds. Early care and education for children in poverty: Promises, programs and long-term results. Albany, NY: State University of New York Press; Hayes N. Early childhood education and cognitive development at age 7 years.
This paper presents the results of a critical review of 38 studies of the long-term effects of early childhood programs on children in poverty. Outcomes examined include IQ, achievement, and academic success as measured by grade repetition, special education placement, and Cited by: Barnett, W. S. (). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25– Barnett, W. S. (). Universal and targeted approaches to preschool education in the United States. International Journal of Child Care and Education Policy, 4(1), 1–,, **File Size: 1MB. There is a growing international focus on early childhood education (ECE) as knowledge accumulates about the importance of early childhood development for long-term outcomes 1. The consistent finding that children who attend ECE tend to perform better on later outcomes in attainment, crime. 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. Results show early childhood programs can produce significant short-term benefits on intelligence quotient, and important long-term benefits on school achievement, grade retention, placement in special education, and Cited by: