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Fadeout in an Early Mathematics Intervention: Constraining Content or Preexisting Differences?
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Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie S. – Developmental Psychology, 2016
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of…
Descriptors: Early Childhood Education, Early Intervention, At Risk Students, Elementary School Teachers
The Effects of a Responsive Parenting Intervention on Parent-Child Interactions during Shared Book Reading
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Landry, Susan H.; Smith, Karen E.; Swank, Paul R.; Zucker, Tricia; Crawford, April D.; Solari, Emily F. – Developmental Psychology, 2012
This study examined mother-child shared book reading behaviors before and after participation in a random-assignment responsive parenting intervention called Play and Learning Strategies (PALS) that occurred during infancy (PALS I), the toddler-preschool (PALS II) period, or both as compared with a developmental assessment (DAS) intervention (DAS…
Descriptors: Intervention, Parent Child Relationship, Learning Strategies, Play
The Effectiveness of Nursery School on Affective and Conceptual Development of Disadvantaged and Nondisadvantaged Children
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Baker, Georgia Pitcher – Developmental Psychology, 1973
The effectiveness of a public nursery school program was evaluated using two comparision groups, those who had and had not attended nursery school and Title 1 and non-Title 1 children. (Author)
Descriptors: Cognitive Development, Nursery Schools, Poverty, Program Effectiveness