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ERIC Number: ED296793
Record Type: RIE
Publication Date: 1988-Apr
Pages: 50
Abstractor: N/A
Reference Count: N/A
Early Childhood Education Programs: A Review of the Research and Literature on Selected Factors and Their Resulting Effects on Academic Achievement and Social Behavior.
Evard, Pamela A.
Research on selected early childhood education program elements was reviewed to determine the effects of these elements on children's academic and social development. Four influencing factors concerning academic effects were investigated: (1) home intervention; (2) preschool intervention; (3) kindergarten programs; and (4) socioeconomic factors. Also studied were two outcomes related to social effects: strengths and weaknesses. A review of 38 studies suggested that home interventions were beneficial, effects of preschool participation were inconclusive, full-day kindergarten attendance produced academic gains, and socioeconomic status influenced the academic achievement of early childhood program participants. Even after participation in preschool programs, children of low socioeconomic status remained at risk. No single preschool curriculum model proved best in terms of promoting academic achievement. Preschool experience resulted in less need for special education placements and fewer retentions in grade. Preschool participants had fewer problem behaviors and kindergarten children improved in social behavior. In contrast, stress and aggression were identified as debilitating effects of early childhood program experience. Annotated citations of the research reviewed, definitions of terms, and recommendations are included. (RH)
Publication Type: Information Analyses; Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Exit Project, Indiana University of South Bend.