Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young

Milagros Nores and W. Barnett

Voprosy obrazovaniya / Educational Studies Moscow, 2012, issue 1, 200-228

Abstract: Milagros Nores, Assistant Research Professor, National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: mnores@nieer.org Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.W. Steven Barnett, Board of Governors Professor and Director of the National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: wbarnet@rci.rutgers.edu Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.This paper uses a meta-analysis to review the evidence on the benefits of early childhood interventions. The authors also analyze how the revealed effects are correlated with characteristics of the corrective measures and with the target audience.A total of 38 contrasts of 30 interventions in 23 countries were analyzed. The paper focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen's D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling.A moderate progress has been revealed in each of the outcomes. The benefits are sustained over time. Interventions that have an educational or mixed (educational and stimulation, or care) component evidenced the largest cognitive effects, as compared to cash infusions or nutrition-specific interventions. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions, unlike children whose development is not supported or promoted. Direct care and education appear to be the most efficient interventions, especially for development of cognitive skills in early childhood.DOI: 10.17323/1814-9545-2012-1-200-228

Keywords: early childhood; early childhood intervention; nutrition; stimulation; effect size; international policy; program effectiveness; quasi-experimental design; random sampling (search for similar items in EconPapers)
Date: 2012
References: Add references at CitEc
Citations: View citations in EconPapers (7)

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
Journal Article: Benefits of early childhood interventions across the world: (Under) Investing in the very young (2010)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nos:voprob:2012:i:1:p:200-228

Access Statistics for this article

More articles in Voprosy obrazovaniya / Educational Studies Moscow from National Research University Higher School of Economics
Bibliographic data for series maintained by Marta Morozova ().