The effectiveness of early childhood development programs

Anderson, Laurie; Shinn, Carolynne; Fullilove, Mindy Thompson; Scrimshaw, Susan C.; Fielding, Jonathan E.; Normand, Jacques; Carande-Kulis, Vilma G

doi:10.1016/s0749-3797(02)00655-4

Cited by 475 publications

(294 citation statements)

References 23 publications

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“…These effects are comparable to those reported in a systematic meta-analytic review of early childhood development programs for disadvantaged children (median d = 0.38 for school readiness and median d = 0.35 for academic achievement) (Anderson et al, 2003). However, our effect sizes should be interpreted with caution because the study design is correlational and may produce more liberal estimates of childcare services than could be found in a randomized controlled trial.…”

Section: Discussionsupporting

confidence: 81%

Closing the gap in academic readiness and achievement: the role of early childcare

Geoffroy

Côté

Giguère

et al. 2010

Child Psychology Psychiatry

123

110

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Background-Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare -at the population level -could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education).

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Section: Discussionsupporting

confidence: 81%

Closing the gap in academic readiness and achievement: the role of early childcare

Geoffroy

Côté

Giguère

et al. 2010

Child Psychology Psychiatry

123

110

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“…In order to obtain a correct analysis of our results, the fact that the evaluated children grew up in a culturally enriched environment and had received other evaluations and interventions, not analyzed in this study, should be considered as it could be associated with better cognitive and/or academic performance 32,33 . The high overall performance of children, with a low prevalence of real developmental problems, could explain the low positive predictive values and the high overreferral obtained in our study.…”

Section: Discussionmentioning

confidence: 99%

Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar

Perez

Castilla

et al. 2016

Revista Chilena de Pediatría

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Introduction: The Ages and Stages questionnaires (ASQ) has been recently validated in our country for developmental screening. The objective of this study is evaluate the validity of ASQ to predict low cognitive performance in the early years of schooling. Patients and method: Diagnostic test studies conducted on a sample of children of medium-high socioeconomic level were evaluated using ASQ at least once at 8, 18 and/or 30 months old, and later, between 6 and 9 years old, reevaluated using the Wechsler Intelligence Scale for Children-third edition (WISC-III). Each ASQ evaluation was recorded independently. WISC-III was standardized, considering underperformance when the total score was under -1 standard deviation. Results: 123 children, corresponding to 174 ASQ assessments (42 of them were 8 months old, 55 were 18 months and 77 were 30 months of age) were included. An area under the ROC curve of 80.7% was obtained, showing higher values at 8 months (98.0%) compared to 18 and 30 months old (78.1 and 79.3%, respectively). Considering different ASQ scoring criteria, a low sensitivity (27.8 to 50.0%), but a high specificity (78.8 to 96.2%) were obtained; the positive predictive value ranged between 21 and 46%, while the negative value was 92.0-93.2%. Conclusion: ASQ has low sensitivity but excellent specificity to predict a low cognitive performance during the first years of schooling, being a good alternative to monitor psychomotor development in children who attend the private sector healthcare in our country.

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“…This is due to their chronic nature and tendency to cause disability, handicaps and loss of potential of the affected child [1]. The psychosocial and/or financial burden and stigmatization to the affected child and the family can be enormous [2,3].…”

Section: Introductionmentioning

confidence: 99%

Causes of developmental delay in children of 5 to 72 months old at the child neurology unit of Yaounde Gynaeco-Obstetric and Paediatric Hospital (Cameroon)

Nguefack¹,

Kamga²,

Moifo³

et al. 2013

OJPed

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Background: According to the World Health Organization, about 5% of children world-wide of 14-year-old and under have a moderate to severe developmental disability, and up to 15% of children under 5-year-old are developmentally delayed. Purpose: To determine the prevalence, socio-demographic profile, aetiologies, and the clinical presentation of developmental delay in children less than 6-year-old at the child neurology unit in a university-affiliated hospital in Yaounde. Materials and methods: It was a crosssectional descriptive study carried out in Yaounde Gynaeco-Obstetric and Paediatric Hospital (Cameroon) from August to December 2012. Children aged between 5 -72 months with a developmental quotient less than 70 were enrolled. Developmental delay (DD) was diagnosed and classified using the Denver developmental screening test (DDST). Data concerning the child (age, gender, severity of DD), the mother (age, age at conception, educational level, marital status), history of pregnancy and delivery, perinatal and postnatal events, results of para-clinical explorations (EEG, CT-scan, genetic tests), the severity of DD and the probable or demonstrate cause of DD were recorded on a standardized questionnaire. The chisquare test was used to compare variables. Results: During the study period, 2171 children aged 5 -72 months consulted the paediatric department of the hospital, 296 were examined at the child neurology unit of which 153 had a developmental quotient less than 70, giving a hospital prevalence of 7.0% and a prevalence of 51.7% at the child neurology unit. The mean age was 26.6 ± 18.0 months and there were 56% males. The main reason for consulting was tonus disorder (43.8%) and the developmental area of parental concern was the motor domain (90.2%). Regarding the clinical presentation, 75.2% of our population were children with cerebral palsy. DD was severe, mild, moderate and profound respectively in 14.2%, 13.5%, 12.2%, and 11.1%. Gross DD represented 90.2% of all DD children. The causes of DD were hypoxic-ischemic encephalopathy (41.8%), epilepsy (13.7%), sequelae of meningitis (6.5%), sequelae of kernicterus (6.5%), and infectious embryofoetopathies (5.2%). Conclusion: Developmental delay is frequent in paediatric neurology, with perinatal disorders being the leading aetiologies in Cameroon. Prevention of perinatal hypoxic-ischemic encephalopathy risk factors needs to be reinforced.

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The effectiveness of early childhood development programs

Cited by 475 publications

References 23 publications

Closing the gap in academic readiness and achievement: the role of early childcare

Closing the gap in academic readiness and achievement: the role of early childcare

Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar

Causes of developmental delay in children of 5 to 72 months old at the child neurology unit of Yaounde Gynaeco-Obstetric and Paediatric Hospital (Cameroon)

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