LongTerm Effects of Early Childhood Programs （儿童早期项目的长期影响）.pdfVIP

25 Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes W. Steven Barnett Abstract The extent to which early childhood programs produce long-term benefits in chil- dren’s cognitive development, socialization, and school success is a matter of some W. Steven Barnett, Ph.D., controversy. This article reviews 36 studies of both model demonstration projects and is a professor at the large-scale public programs to examine the long-term effects of these programs on Graduate School of children from low-income families. The review carefully considers issues related to Education at Rutgers research design. It includes studies of preschool education, Head Start, child care, and University. 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. he contribution of early childhood care and education (ECCE) to Tthe healthy development and future well-being of children who are economically and socially disadvantaged has become a vital public issue with important implications for families, business, private philan- thropy, and government. It will be shown through a detailed, critical review of research that public in