scholarly journals Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes

2013 ◽  
Vol 103 (6) ◽  
pp. 2052-2086 ◽  
Author(s):  
James Heckman ◽  
Rodrigo Pinto ◽  
Peter Savelyev
Keyword(s):  
Early Childhood ◽  
Later Life ◽  
Female Participant ◽  
Early Childhood Program ◽  
Life Outcomes ◽  
Disadvantaged Children ◽  
Childhood Program ◽  
Induced Changes ◽  
Early Childhood Interventions ◽  
Participant Outcomes

A growing literature establishes that high quality early childhood interventions targeted toward disadvantaged children have substantial impacts on later life outcomes. Little is known about the mechanisms producing these impacts. This paper uses longitudinal data on cognitive and personality skills from an experimental evaluation of the influential Perry Preschool program to analyze the channels through which the program boosted both male and female participant outcomes. Experimentally induced changes in personality skills explain a sizable portion of adult treatment effects. (JEL I21, I24, I28, J13, J24)

Not All At-Risk Boys Have Bad Outcomes: Predictors of Later Life Success

2019 ◽  
Vol 66 (3) ◽  
pp. 392-419
Author(s):  
Jessica M. Craig ◽  
Alex R. Piquero ◽  
David P. Farrington
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Early Childhood ◽  
Protective Factors ◽  
Later Life ◽  
Life Domains ◽  
Life Outcomes ◽  
Life Success ◽  
Early Childhood Interventions

Scholars have recently identified protective factors that decrease the effects of risk factors on later offending. Others have investigated how offending risk factors affect other life outcomes, such as employment and health. The current study combined these areas to identify protective factors that predicted life success through mid-adulthood. The Cambridge Study in Delinquent Development was used to identify risk-based and interactive protective factors for later life success among males at risk for poor life success. Across three risk conceptualizations, several protective factors were identified that predicted life success in a variety of domains at age 48. This research indicates that early childhood interventions may not only help reduce future offending but also increase the child’s chances of doing well in other life domains.

Development and implementation of a culturally tailored early childhood program in an integrated pediatric primary care practice.

2020 ◽  
Vol 8 (3) ◽  
pp. 288-297
Author(s):  
Tyanna C. Snider ◽  
Whitney J. Raglin Bignall ◽  
Cody A. Hostutler ◽  
Ariana C. Hoet ◽  
Bethany L. Walker ◽  
...  
Keyword(s):  
Primary Care ◽  
Early Childhood ◽  
Primary Care Practice ◽  
Pediatric Primary Care ◽  
Care Practice ◽  
Early Childhood Program ◽  
Culturally Tailored ◽  
Childhood Program

Impact of the Coordinated Approach to Child Health Early Childhood Program for Obesity Prevention among Preschool Children: The Texas Childhood Obesity Research Demonstration Study

2019 ◽  
Vol 15 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Shreela V. Sharma ◽  
Elizabeth Vandewater ◽  
Ru-Jye Chuang ◽  
Courtney Byrd-Williams ◽  
Steven Kelder ◽  
...  
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Childhood Obesity ◽  
Child Health ◽  
Obesity Prevention ◽  
Early Childhood Program ◽  
Obesity Research ◽  
Childhood Program

scholarly journals Dialogue and Interaction in Early Childhood Education: A Systematic Review

2016 ◽  
Vol 6 (1) ◽  
pp. 51 ◽  
Author(s):  
Rocío García-Carrión ◽  
Lourdes Villardón-Gallego
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Later Life ◽  
Pedagogical Practices ◽  
Life Outcomes ◽  
Long Term Effects ◽  
Learning And Development ◽  
High Quality ◽  
Substantial Impact ◽  
Childhood Education

<p>There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review. </p>

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