By Lynn A. Karoly
Offers a overview and synthesis of present learn that addresses the potential of numerous types of early early life interventin to enhance results for engaging childrens and their households.
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Extra info for Early Childhood Interventions: Proven Results, Future Promise
And that evidence base can always be strengthened by further research and evaluation of early childhood intervention programs. Nevertheless, for decisionmakers considering investments in early childhood interventions, our findings indicate that a body of sound research exists that can guide resource allocation decisions. This evidence base sheds light on the types of programs that have been demonstrated to be effective, the features associated with effective programs, and the potential for returns to society that exceed the resources invested in program delivery.
Like RAND’s earlier study, our analysis focuses on early childhood interventions that provide services to at-risk children and/or their families at some time during the period of early childhood—as early as the prenatal period or as late as the year or two prior to kindergarten entry. We limit ourselves to programs that aim to improve child cognitive or socioemotional development, perhaps as one of several objectives, and that have been implemented and evaluated in the United States since 1960.
We address these questions in the remainder of the report. In the next chapter, we turn our attention to the range of strategies early childhood interventions use for counteracting the stressors children and families face in the first few years of life. We highlight key dimensions along which early childhood intervention programs vary and identify a subset of programs that meet our criteria for rigorous evaluation of program effects. We identify 16 programs with scientifically sound evidence concerning program effects that also measure those effects as of kindergarten entry or beyond.