ERIC Number: ED470215
Record Type: Non-Journal
Publication Date: 2002-Oct
Reference Count: N/A
Evidencia reciente sobre programas preescolares (Recent Evidence on Preschool Programs). ERIC Digest.
Schweinhart, Lawrence J.
Noting that growing evidence indicates that high-quality preschool child development programs contribute to the short- and long-term development of children living in poverty, this Digest summarizes recently reported experimental and quasi-experimental studies of Head Start and similar programs. Recently reported experimental studies include those of the Head Start Comprehensive Child Development Program, the Early Head Start program, the Even Start Family Literacy Program, and the Carolina Abecedarian Project. Quasi-experimental studies include the Head Start FACES project as well as studies of North Carolina's Smart Start program, Head Start, and the Chicago Child-Parent Centers. Findings of short-term studies question the value of case management as part of early childhood programs, provide guarded support for infant-toddler programs, and report that programs for 4-year-olds contribute to children's readiness to enter school and remain on grade. Long-term studies have found evidence of good preschool programs improving high school graduation rates and reducing the criminal activity of certain categories of participants. (Contains 16 references.) (KB)
Descriptors: Educational Quality, Family Literacy, Outcomes of Education, Poverty, Preschool Children, Preschool Education, Program Effectiveness, Program Evaluation
ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: email@example.com; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests.html.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.