Regular ArticleLong-Term Cognitive and Academic Effects of Early Childhood Education on Children in Poverty☆
References (9)
- et al.
An integrative review of early intervention efficacy studies with at-risk children: implications for the handicapped
Anal Intervent Dev Disability
(1985) - McKey, R, H, Condelli, L, Ganson, J, Barrett, G, McConkey, C, Platz, M, The impact of Head Start on children, families,...
Long-term effects of early childhood programs on cognitive and school outcomes
Future Children
(1996)- et al.
Day-care participation as a protective factor in the cognitive development of low-income children
Child Dev
(1994)
Cited by (120)
Tourism-induced poverty impacts of COVID-19 in Indonesia
2022, Annals of Tourism Research Empirical InsightsCitation Excerpt :Poverty has always been an issue for many developing countries as it is a long-term multidimensional social-economic problem. It is the main cause of malnutrition, lack of education, poor health, lack of basic needs of living standard (Barnett, 1998; Brooks-Gunn & Duncan, 1997; Larson, 2007). Poverty hinders productivity, constraints economic growth and socially stimulates crimes (Breunig & Majeed, 2020; Holzer, Whitmore Schanzenbach, Duncan, & Ludwig, 2008).
Effects of the government's ban in Ghana on women in artisanal and small-scale gold mining
2020, Resources PolicyCitation Excerpt :First, children not attending school was a major implication. The benefits of children attending school during childhood and adolescent include improved cognitive development, school achievement and attainment, improved socioeconomic status, improved socioemotional behaviors, and more (Anderssen, 1992; Barnett, 1998a, 1998b; Gorey, 2001; Campbell, 2002; Frede, 1998; Boocock and Larner, 1998; Hayes, 2002; Smith, 2014). Children who are unable to attend school often suffer from adverse outcomes later in life.
Early Childhood Education and Child Development: New Evidence from Ghana
2020, Children and Youth Services ReviewEarly education policy in China: Reducing regional and socioeconomic disparities in preschool attendance
2020, Early Childhood Research QuarterlyCitation Excerpt :Children from families with lower socioeconomic status (SES) – usually referring to lower levels of income or wealth, education, and occupation (Mueller & Parcel, 1981) – typically experience less-stimulating home environments and other risk factors that reduce their developmental potential (Bradley & Corwyn, 2002). Ensuring that disadvantaged children attend preschools is important, since it is known that high-quality preschool education compensates for their less stimulating home environments and other negative influences of growing up in less advantaged backgrounds (Barnett, 1998; Dumas & Lefranc, 2010; Magnuson, Ruhm, & Waldfogel, 2007). In this study, we examined SES-based and regional disparities in preschool attendance in China, focusing on a period in which the country saw increased government intervention and investment in preschool education.
- ☆
Barnett, W, SBoocock, S, S
- 1
To whom correspondence and reprint request should be addressed at Rutgers Graduate School of Education, 10 Seminary Place, New Brunswick, NJ 08903. Fax: (908) 932-6803.