Benefits of early childhood interventions across the world: (Under) Investing in the very young

Author(s): Nores, Milagros; Barnett, W. Steven
Date Issued: April, 2010
Description: A review of the international (non-U.S.) evidence on the benefits of early childhood interventions in the area of cognition, behavior, health, and schooling, with a total of 38 contrasts of 30 interventions in 23 countries with a focus on studies applying a quasi-experimental or random assignment design
show entire record ↓
Journal Title: Economics of Education Review
Volume Number: 29
Issue Number: 2
Page Range: 271-282
Topics: Children & Child Development

International Child Care & Early Education

Programs, Interventions & Curricula > Interventions/Curricula
ISSN: 0272-7757 Paper
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Recent evidence on preschool programs Fact Sheets & Briefs
Meta-analysis of the effects of early education interventions on cognitive and social development Literature Review
Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders Reports & Papers
Impact of a community-based programme for motor development on gross motor skills and cognitive function in preschool children from disadvantaged settings Reports & Papers
Testing concerns in preschool: What administrators should know about testing oral language in young children Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate