ERIC Number: ED143427
Record Type: RIE
Publication Date: 1977
Reference Count: 0
The Effects of Early Childhood Intervention.
Palmer, Francis H.
This document reviews evidence on the effects of early childhood intervention programs. A brief discussion of the issues surrounding the support and funding of compensatory education is presented and 10 preschool intervention programs (involving more than 2,000 children in various experimental and control groups) in which evaluation data were collected are described. Results of the pooled data were interpreted as showing that the initial gains in IQ scores obtained immediately following the termination of an intervention were decreased before the child entered school if intervention was not continuous. School-age results, when available, showed that IQ scores, if not as high as they were immediately after preschool intervention, appeared to be higher than they would have been without intervention. Evidence further suggested that earlier and longer intervention produced better results. Those studies which emphasized individualized instruction in the home or in a center seemed to show positive effects more consistently than those in which intervention occurred in small groups. Family involvement in the intervention was also identified as an important variable. It was concluded that the weight of evidence available at this time shows positive results for early childhood intervention programs. (JMB)
Descriptors: Academic Achievement, Compensatory Education, Early Childhood Education, Family Involvement, Individualized Instruction, Intelligence, Intelligence Quotient, Intervention, Literature Reviews, Parent Participation, Program Descriptions, Program Effectiveness, Program Evaluation, Public Policy
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association for the Advancement of Science (Denver, Colorado, 1977)