Effectiveness of Early Educational Intervention

Barnett, W. S.

doi:10.1126/science.1204534

Cited by 636Early Childhood Education and DevelopmentSchool Choice and PerformancePoverty, Education, and Child Welfare

Effectiveness of Early Educational Intervention

Barnett, W. S.·2011·Science

DOI 10.1126/science.1204534

Open this paper in CoChat — free account

Abstract

Early educational intervention has been proposed to partially offset the impacts of poverty and inadequate learning environments on child development and school success. A broad range of early educational interventions are found to produce meaningful, lasting effects on cognitive, social, and schooling outcomes. However, all interventions are not equally effective. Two major U.S. programs perform relatively poorly. Research provides some guidance regarding the features of highly effective programs, but much remains to be learned. New experimental studies of key program features would have a high payoff.

Integrity signals

Registry

Crossref · 10.1126/science.1204534

Cites

36 of 36 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

One random-assignment study of Head Start found that 13 of 22 effects on language, literacy, and math were significant, and of those that achieved significance, the average effect size was 0.18 SD.
“For example, one random‐assignment study of Head Start, with children enrolled either at age three or age four, found that 13 of 22 effects on language, literacy, and math were significant, and of those that achieved significance, the average effect size was 0.18 SD (Barnett, 2011)”
From Montessori education's impact on academic and nonacademic outcomes: A systematic review (2023) · cites this paper as Barnett, 2011
Early childhood educational programs with strong instructional components and those evaluated with strong study designs have large and enduring effects on the educational, social, and health outcomes of participants.
“A recent review of the effects of early childhood educational programs indicates that programs with strong instructional components and those evaluated with strong study designs have large and enduring effects on the educational, social, and health outcomes of participants.”
From Education improves public health and promotes health equity (2015) · cites this paper as [44]

Preschool Program Improves Cognitive Control
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007) · Science · doi:10.1126/science.1151148 · Cited by 2,025 · see citing works
Self-citation
Untitled work
(2005) · Medical Entomology and Zoology · Cited by 1,313 · see citing works
Self-citation
Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world
Engle, P. L., Black, M. M., Behrman, J. R., Cabral de Mello, M., Gertler, P. J., Kapiriri, L., Martorell, R., & Young, M. E. (2007) · The Lancet · doi:10.1016/s0140-6736(07)60112-3 · Cited by 1,151 · see citing works
Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
Camilli, G., Vargas, S., Ryan, S., & Barnett, W. (2010) · Teachers College Record · doi:10.1177/016146811011200303 · Cited by 854 · see citing works
Self-citation
Is Home Visiting an Effective Strategy? A Meta-Analytic Review of Home Visiting Programs for Families With Young Children
Sweet, M. A., & Appelbaum, M. I. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00750.x · Cited by 797 · see citing works
How Experience Gets Under the Skin to Create Gradients in Developmental Health
Hertzman, C., & Boyce, T. (2010) · Annual Review of Public Health · doi:10.1146/annurev.publhealth.012809.103538 · Cited by 757 · see citing works
How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds
Burger, K. (2009) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2009.11.001 · Cited by 711 · see citing works
Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade
Hair, E. C., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2006.09.005 · Cited by 596 · see citing works
Benefits of early childhood interventions across the world: (Under) Investing in the very young
Nores, M., & Barnett, W. S. (2009) · Economics of Education Review · doi:10.1016/j.econedurev.2009.09.001 · Cited by 584 · see citing works
Self-citation
The effect of pre-primary education on primary school performance
Berlinski, S., Galiani, S., & Gertler, P. (2008) · Journal of Public Economics · doi:10.1016/j.jpubeco.2008.09.002 · Cited by 555 · see citing works
The Effects of Preschool Education
Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009) · Gothic.net · doi:10.1177/1529100610381908 · Cited by 440 · see citing works
Self-citation
Childhood Adversity Heightens the Impact of Later-Life Caregiving Stress on Telomere Length and Inflammation
Kiecolt-Glaser, J. K., Gouin, J.-P., Weng, N.-P., Malarkey, W. B., Beversdorf, D. Q., & Glaser, R. (2011) · Psychosomatic Medicine · doi:10.1097/psy.0b013e31820573b6 · Cited by 430 · see citing works
School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups
Reynolds, A. J., Temple, J. A., Ou, S., Arteaga, I. A., & White, B. A. B. (2011) · Science · doi:10.1126/science.1203618 · Cited by 424 · see citing works
Comparative benefit–cost analysis of the Abecedarian program and its policy implications
Barnett, W. S., & Masse, L. N. (2006) · Economics of Education Review · doi:10.1016/j.econedurev.2005.10.007 · Cited by 373 · see citing works
Self-citation
Persistent Effects of Early Childhood Education on High-Risk Children and Their Mothers
Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. (2000) · Applied Developmental Science · doi:10.1207/s1532480xads0401_1 · Cited by 345 · see citing works
Early Childhood Stimulation Benefits Adult Competence and Reduces Violent Behavior
Walker, S. P., Chang, S. M., Vera‐Hernández, M., & Grantham‐McGregor, S. (2011) · PEDIATRICS · doi:10.1542/peds.2010-2231 · Cited by 324 · see citing works
An effectiveness‐based evaluation of five state pre‐kindergarten programs
Wong, V. C., Cook, T. D., Barnett, W. S., & Jung, K. (2007) · Journal of Policy Analysis and Management · doi:10.1002/pam.20310 · Cited by 310 · see citing works
Self-citation
Success in early intervention: the Chicago child-parent centers
(2001) · Choice Reviews Online · doi:10.5860/choice.38-2801 · Cited by 283 · see citing works
Effects of Environmental Enrichment at Ages 3–5 Years on Schizotypal Personality and Antisocial Behavior at Ages 17 and 23 Years
Raine, A., Mellingen, K., Liu, J., Venables, P. H., & Mednick, S. A. (2003) · American Journal of Psychiatry · doi:10.1176/appi.ajp.160.9.1627 · Cited by 263 · see citing works
Preschool Influences on Mathematics Achievement
Melhuish, E. C., Sylva, Κ., Sammons, P., Siraj, I., Taggart, B., Phan, M. B., & Malin, A. (2008) · Science · doi:10.1126/science.1158808 · Cited by 257 · see citing works
The persistence of preschool effects: Do subsequent classroom experiences matter?
Magnuson, K., Ruhm, C. J., & Waldfogel, J. (2006) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2006.10.002 · Cited by 255 · see citing works
Preschool Programs Can Boost School Readiness
Gormley, W. T., Phillips, D. A., & Gayer, T. (2008) · Science · doi:10.1126/science.1156019 · Cited by 254 · see citing works
Enduring Effects of Prenatal and Infancy Home Visiting by Nurses on Children
Kitzman, H. J., Olds, D. L., Cole, R. E., Hanks, C. A., Anson, E. A., Arcoleo, K. J., Luckey, D. W., Knudtson, M. D., Henderson, C., & Holmberg, J. R. (2010) · Archives of Pediatrics and Adolescent Medicine · doi:10.1001/archpediatrics.2010.76 · Cited by 246 · see citing works
Child Care Subsidies and Child Development
Herbst, C. M., & Tekin, E. (2008) · Economics of Education Review · doi:10.1016/j.econedurev.2010.01.002 · Cited by 157 · see citing works
One year of preschool intervention or two: Does it matter?
Reynolds, A. J. (1995) · Early Childhood Research Quarterly · doi:10.1016/0885-2006(95)90024-1 · Cited by 131 · see citing works
Depressive Symptoms in Young Adults: The Influences of the Early Home Environment and Early Educational Child Care
McLaughlin, A. E., Campbell, F. A., Pungello, E. P., & Skinner, M. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01030.x · Cited by 128 · see citing works
<i>Long‐Term Effects of Head Start on Low‐Income Children</i>
Ludwig, J., & Phillips, D. A. (2008) · Annals of the New York Academy of Sciences · doi:10.1196/annals.1425.005 · Cited by 119 · see citing works
Type of Day-Care and Preschool Intellectual Development in Disadvantaged Children
Burchinal, M. A., Lee, M., & Ramey, C. T. (1989) · Child Development · doi:10.1111/j.1467-8624.1989.tb02702.x · Cited by 103 · see citing works
Children’s school placement in Germany: does Kindergarten attendance matter?
Spieß, C. K., Büchel, F., & Wagner, G. G. (2003) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(03)00023-1 · Cited by 102 · see citing works
Type of Day-Care and Preschool Intellectual Development in Disadvantaged Children
Burchinal, M. A., Lee, M., & Ramey, C. T. (1989) · Child Development · doi:10.2307/1131078 · Cited by 97 · see citing works
Making a Difference in the Lives of Infants and Toddlers and Their Families: The Impacts of Early Head Start: Volume II: Final Technical Report Appendixes
Love, J. M., Kisker, E. E., Ross, C., Schochet, P. Z., Jeanne Brooks-gunn, B., & Paulsell, D. (2002) · PsycEXTRA Dataset · doi:10.1037/e305662003-001 · Cited by 96 · see citing works
An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children
Fantuzzo, J. W., Gadsden, V. L., & McDermott, P. A. (2010) · American Educational Research Journal · doi:10.3102/0002831210385446 · Cited by 94 · see citing works
?Sleeper effects? in development: Fact or artifact?
Clarke, A. H., & CLARKE, A. (1981) · Developmental Review · doi:10.1016/0273-2297(81)90030-7 · Cited by 35 · see citing works
Fact or artifact
Kaufman, J., & Maldjian, J. A. (2019) · Cited by 29 · see citing works
Making a Difference in the Lives of Infants and Toddlers and Their Families: The Impacts of Early Head Start: Executive Summary
Love, J. M., Kisker, E. E., Ross, C., Schochet, P. Z., Jeanne Brooks-gunn, B., & Paulsell, D. (2002) · PsycEXTRA Dataset · doi:10.1037/e300642004-001 · Cited by 28 · see citing works
Abbott Preschool Program Longitudinal Effects Study Year One Findings
Frede, E., Barnett, W. S., Jung, K., Lamy, C. E., & Figueras‐Daniel, A. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511762666.012 · Cited by 4 · see citing works
Self-citation

Flagged first, then by citations

Sorted by citations

Education improves public health and promotes health equity
Hahn, R. A., & Truman, B. I. (2015) · International Journal of Health Services · doi:10.1177/0020731415585986 · Cited by 755 · see citing works
“44 Several researchers have made use of natural quasi-experiments involving education policies that rapidly change years of schooling required, to evaluate the effects of the requirement on health-related and other outcomes.”
Evaluating Public Programs with Close Substitutes: The Case of Head Start*
Kline, P., & Walters, C. (2016) · The Quarterly Journal of Economics · doi:10.1093/qje/qjw027 · Cited by 366 · see citing works
“Columns (3)-(5) add control functions adjusting for selection on unobservables based on choice models with covariates, site groups, or both.”
BackgroundInfluential
Measuring early care and education quality
Burchinal, M. (2018) · Child Development Perspectives · doi:10.1111/cdep.12260 · Cited by 361 · see citing works
“Increases in ECE Quality Over Time Increased quality in ECE programs over the past 20 years, and subsequent reduction in variability, is one explanation for the markedly smaller associations between ECE quality and outcomes in recent than in earlier studies (25), but close examination suggests that increased statistic…”
Result
Workplace stress and the quality of teacher–children relationships in Head Start
Whitaker, R. C., Dearth‐Wesley, T., & Gooze, R. A. (2014) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.08.008 · Cited by 336 · see citing works
Education: A Missed Opportunity for Public Health Intervention
Cohen, A. K., & Syme, S. L. (2013) · American Journal of Public Health · doi:10.2105/ajph.2012.300993 · Cited by 290 · see citing works
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school
Pace, A. E., Alper, R. M., Burchinal, M., Golinkoff, R. M., & Hirsh‐Pasek, K. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.04.001 · Cited by 279 · see citing works
“This pattern can be viewed as an overall reduction in the achievement gap between children who entered kindergarten with lower versus higher skill levels and reflects a phenomenon termed the “catchup” effect (Barnett, 2011).”
BackgroundInfluential
Education and Poverty: Confronting the Evidence
Ladd, H. F. (2012) · Journal of Policy Analysis and Management · doi:10.1002/pam.21615 · Cited by 270 · see citing works
“Although many positive outcomes also emerge from evaluations of the federal Head Start and Early Head Start programs and various state programs, the results from studies of these larger and less intense programs are somewhat mixed (Barnett, 2011).”
Background
Developmental Changes in Organization of Structural Brain Networks
Khundrakpam, B. S., Reid, A., Brauer, J., Carbonell, F., Lewis, J., Ameis, S., Karama, S., Lee, J., Chen, Z., Das, S., et al. (2013) · Cerebral Cortex · doi:10.1093/cercor/bhs187 · Cited by 234 · see citing works
“Our ﬁ ndings of a critical time window of plasticity during late childhood lend support to the need for early intervention (e.g. education programmes) which might have potential effects that extend not only to brain development but to intellectual values (Kuhn and Park 2005; Barnett 2011).”
Background
Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments
van Huizen, T., & Plantenga, J. (2018) · Economics of Education Review · doi:10.1016/j.econedurev.2018.08.001 · Cited by 243 · see citing works
“Although some studies indeed provide compelling evidence in favor of targeted ECEC interventions (Barnett, 2011; Barnett & Masse, 2007; Carneiro & Ginja, 2014; Elango et al., 2015; Heckman et al., 2010), the results from these studies have limited applicability to universal ECEC programs.”
BackgroundResult
Issues in the timing of integrated early interventions: contributions from nutrition, neuroscience, and psychological research
Wachs, T. D., Georgieff, M., Cusick, S. E., & McEwen, B. S. (2013) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.12314 · Cited by 236 · see citing works
Child care and parent labor force participation: a review of the research literature
Morrissey, T. W. (2016) · Review of Economics of the Household · doi:10.1007/s11150-016-9331-3 · Cited by 232 · see citing works
Teachers' Daily Interactions With Children: An Essential Ingredient in Effective Early Childhood Programs
Hamre, B. K. (2014) · Child Development Perspectives · doi:10.1111/cdep.12090 · Cited by 217 · see citing works
Can Rating Pre-K Programs Predict Children's Learning?
Sabol, T. J., Hong, S. S., Pianta, R. C., & Burchinal, M. (2013) · Science · doi:10.1126/science.1233517 · Cited by 212 · see citing works
Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts
Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., & Gill, S. (2014) · Child Development · doi:10.1111/cdev.12117 · Cited by 181 · see citing works
“Prior research had documented that intensive, high-quality, " model " early intervention programs (such as the Perry Preschool and Abecedarian projects) could have long-term educational benefits compared to no preschool (Barnett, 2011).”
Equity and Inclusion in Education
OECD (2023) · OECD eBooks · doi:10.1787/e9072e21-en · Cited by 268 · see citing works
Finding the missing piece: Blocks, puzzles, and shapes fuel school readiness
Verdine, B. N., Golinkoff, R., Hirsh-Pasek, K., & Newcombe, N. S. (2014) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2014.02.005 · Cited by 174 · see citing works
“Numerous studies have found that preschool intervention has surprising longevity and wide impact [3], making the utility of various investments in early intervention high [36].”
Background
Associations Between the Early Development Instrument at Age 5, and Reading and Numeracy Skills at Ages 8, 10 and 12: a Prospective Linked Data Study
Brinkman, S. A., Gregory, T. A., Harris, J., Hart, B., Blackmore, S. E., & Janus, M. (2013) · Child Indicators Research · doi:10.1007/s12187-013-9189-3 · Cited by 167 · see citing works
“The majority of this scientific literature however comes from the United States and the United Kingdom (Barnett 2011; Cunha et al. 2005; Heckman 2008; Ladd and Price 1987), with this study being the first to show the patterns in Australia.”
BackgroundInfluential
Two-Generation Programs in the Twenty-First Century
Chase-Lansdale, P. L., & Jeanne Brooks-gunn, B. (2014) · The Future of Children · doi:10.1353/foc.2014.0003 · Cited by 162 · see citing works
Jurisdictional, socioeconomic and gender inequalities in child health and development: analysis of a national census of 5-year-olds in Australia
Brinkman, S. A., Gialamas, A., Rahman, A., Mittinty, M., Gregory, T. A., Silburn, S., Goldfeld, S. R., Zubrick, S. R., Carr, V. J., Janus, M., et al. (2012) · BMJ Open · doi:10.1136/bmjopen-2012-001075 · Cited by 152 · see citing works
Mathematics and Science Learning Opportunities in Preschool Classrooms
Piasta, S. B., Pelatti, C. Y., & Miller, H. L. (2013) · Early Education and Development · doi:10.1080/10409289.2013.817753 · Cited by 136 · see citing works
Soft Skills for the Workplace
Kyllonen, P. C. (2013) · Change The Magazine of Higher Learning · doi:10.1080/00091383.2013.841516 · Cited by 131 · see citing works
“For example, Barnett (2011) examined several preschool programs for disadvantaged students: the High/Scope Perry Preschool program, the Abecedarian program, and the Chicago-Child Parent Centers program.”
Background
How Research Affects Policy: Experimental Evidence from 2,150 Brazilian Municipalities
Hjort, J., Moreira, D., Rao, G., & Santini, J. F. (2021) · American Economic Review · doi:10.1257/aer.20190830 · Cited by 129 · see citing works
The environment in raising early intelligence: A meta-analysis of the fadeout effect
Protzko, J. (2015) · Intelligence · doi:10.1016/j.intell.2015.10.006 · Cited by 128 · see citing works
“In addition, the fadeout effect is not as prominent for academic outcomes like grades, with the effects from many early interventions lasting (Barnett, 2011; but see Bailey et al., under review).”
Background
Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems
Broekhuizen, M. L., Mokrova, I. L., Burchinal, M., & Garrett-Peters, P. T. (2016) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2016.01.005 · Cited by 126 · see citing works
“…body of research has shown that higher quality early care and education (ECE) is positively related to children’s social–emotional development (Barnett, 2011; Lamb & Ahnert, 2006; NICHD ECCRN, 2006) All studies ﬁnd that associations with ECE diminish after children leave those settings, but…”
Praxis, ethics and power: developing praxeology as a participatory paradigm for early childhood research
Pascal, C., & Bertram, T. (2012) · European Early Childhood Education Research Journal · doi:10.1080/1350293x.2012.737236 · Cited by 125 · see citing works
“For example, Barnett’s (2011) recent work examining what had and had not worked in State funded early intervention programmes in the US which aimed to transform children’s life chances, suggests that the nature of professional development offered to early childhood practitioners was a key factor in the success of an i…”
Background
Impacts 2 years after a scalable early childhood development intervention to increase psychosocial stimulation in the home: A follow-up of a cluster randomised controlled trial in Colombia
Andrew, A., Attanasio, O. P., Fitzsimons, E., Grantham‐McGregor, S., Meghir, C., & Rubio-Codina, M. (2018) · PLoS Medicine · doi:10.1371/journal.pmed.1002556 · Cited by 128 · see citing works
Global estimates of the implications of COVID-19-related preprimary school closures for children’s instructional access, development, learning, and economic wellbeing
McCoy, D. C., Cuartas, J. A., Behrman, J. R., Cappa, C., Heymann, J. S., Bóo, F. L., Lu, C., Raikes, A., Richter, L., Stein, A. L., et al. (2021) · Child Development · doi:10.1111/cdev.13658 · Cited by 125 · see citing works
“…schools) has been shown to benefit not only early skill development, but also longer- term physical and mental health, educational attainment, and earnings (Barnett, 2011; Barnett & Nores, 2015; Duncan et al., 2010; Engle et al., 2011; Heckman, 2006; McClelland et al., 2013; Robson et al., 2020).”
Background
School-based sleep education program improves sleep and academic performance of school-age children
Gruber, R., Somerville, G., Bergmame, L., Fontil, L., & Paquin, S. (2016) · Sleep Medicine · doi:10.1016/j.sleep.2016.01.012 · Cited by 116 · see citing works
“In the present study, we examined the differences in report card grades of students in the intervention group using the approach taken by Barnett [75] and found that the children’s performances improved by 0.”
Method
Long-run benefits from universal high-quality preschooling
Bauchmüller, R., Gørtz, M., & Rasmussen, A. W. (2014) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.05.009 · Cited by 113 · see citing works
The next 1000 days: building on early investments for the health and development of young children
Draper, C. E., Yousafzai, A. K., McCoy, D. C., Cuartas, J. A., Obradović, J., Bhopal, S., Fisher, J., Jeong, J., Klingberg, S., Milner, K. M., et al. (2024) · The Lancet · doi:10.1016/s0140-6736(24)01389-8 · Cited by 129 · see citing works
Compared to what? Variation in the impacts of early childhood education by alternative care type
Feller, A., Grindal, T., Miratrix, L. W., & Page, L. C. (2016) · The Annals of Applied Statistics · doi:10.1214/16-aoas910 · Cited by 110 · see citing works
Early childhood education and care quality and associations with child outcomes: A meta-analysis
von Suchodoletz, A., Lee, D. S., Henry, J., Tamang, S., Premachandra, B., & Yoshikawa, H. (2023) · PLoS ONE · doi:10.1371/journal.pone.0285985 · Cited by 106 · see citing works
“The findings align with previous meta-analyses, suggesting that ECEC quality plays an important role for children’s development during the early childhood years [3, 6, 8, 9, 19, 24, 49].”
BackgroundResultInfluential
Effects of game‐based and standard executive control training on cognitive and academic abilities in elementary school children
Johann, V. E., & Karbach, J. (2019) · Developmental Science · doi:10.1111/desc.12866 · Cited by 110 · see citing works
A randomized controlled trial of routines-based early intervention for children with or at risk for developmental delay
Hwang, A.-W., Chao, M.-Y., & Liu, S.-W. (2013) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2013.06.037 · Cited by 105 · see citing works
“…begin in the first three years of life have been effective for children who are socially or biologically at risk for developmental delay, especially in traditional measures of development, such as cognitive, motor, and social-emotional skills (Barnett, 2011; Spittle, Orton, Doyle, & Boyd, 2007).”
Background
Do Intervention Programs in Child Care Promote the Quality of Caregiver-Child Interactions? A Meta-Analysis of Randomized Controlled Trials
Werner, C. D., Linting, M., Vermeer, H. J., & van IJzendoorn, M. H. (2015) · Prevention Science · doi:10.1007/s11121-015-0602-7 · Cited by 106 · see citing works
“Due to a lack of well-designed experimental evaluations in this area (Barnett 2011; Burger 2010), it is yet unclear whether targeted interventions actually succeed in improving child-care quality.”
BackgroundResultInfluential
Do the short-term effects of a high-quality preschool program persist?
Hill, C. J., Gormley, W. T., & Adelstein, S. (2015) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.12.005 · Cited by 102 · see citing works
Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality
Sabol, T. J., Bohlmann, N. L., & Downer, J. T. (2017) · Child Development · doi:10.1111/cdev.12832 · Cited by 101 · see citing works
From Birth to School: Early Childhood Initiatives and Third‐Grade Outcomes in North Carolina
Ladd, H. F., Muschkin, C. G., & Dodge, K. A. (2013) · Journal of Policy Analysis and Management · doi:10.1002/pam.21734 · Cited by 98 · see citing works
“Although many positive outcomes also emerge from evaluations of the federal Head Start and Early Head Start programs and various state programs, the results from studies of these larger and less intense programs are somewhat mixed (Barnett, 2011).”
Background
Social Background and Children's Cognitive Skills: The Role of Early Childhood Education and Care in a Cross-National Perspective
Kulić, N., Škopek, J., Triventi, M., & Blossfeld, H. (2019) · Annual Review of Sociology · doi:10.1146/annurev-soc-073018-022401 · Cited by 96 · see citing works
Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school
Lehrl, S., Kluczniok, K., & Rossbach, H. (2016) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2016.01.013 · Cited by 94 · see citing works
Social-Emotional Learning and Academic Achievement
McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. (2015) · AERA Open · doi:10.1177/2332858415603959 · Cited by 94 · see citing works
“Given research suggesting the importance of early intervention (Barnett, 2011; Leak et al., 2010), this result was somewhat unexpected.”
Background
Head start participation and school readiness: Evidence from the early childhood longitudinal study–birth cohort.
Lee, R., Zhai, F., Jeanne Brooks-gunn, B., Han, W., & Waldfogel, J. (2013) · Developmental Psychology · doi:10.1037/a0032280 · Cited by 92 · see citing works
Sleep efficiency (but not sleep duration) of healthy school-age children is associated with grades in math and languages
Gruber, R., Somerville, G., Enros, P., Paquin, S., Kestler, M., & Gillies-Poitras, E. (2014) · Sleep Medicine · doi:10.1016/j.sleep.2014.08.009 · Cited by 92 · see citing works
“35 SD for improvements in cognition [61].”
MethodInfluential
Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review
Blewitt, C., O’Connor, A., Morris, H., Mousa, A., Bergmeier, H. J., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17031049 · Cited by 112 · see citing works
Who benefits most from Head Start? Using latent class moderation to examine differential treatment effects
Cooper, B. R., & Lanza, S. T. (2014) · Child Development · doi:10.1111/cdev.12278 · Cited by 88 · see citing works
Short-term, medium-term and long-term effects of early parenting interventions in low- and middle-income countries: a systematic review
Jeong, J., Pitchik, H. O., & Fink, G. (2021) · BMJ Global Health · doi:10.1136/bmjgh-2020-004067 · Cited by 96 · see citing works
“Additional follow-up evaluations are needed to provide a fuller picture of the potential medium-term and long-term intervention effects.”
Background
Building a National Culture of Health: Background, Action Framework, Measures, and Next Steps
Chandra, A., Acosta, J., Carman, K. G., Dubowitz, T., Leviton, L. C., Martin, L. T., Miller, C., Nelson, C., Orleans, T., Tait, M., et al. (2016) · Rand health quarterly · doi:10.7249/rhq-06-02-03 · Cited by 89 · see citing works
Maternal multiple micronutrient supplementation and other biomedical and socioenvironmental influences on children's cognition at age 9–12 years in Indonesia: follow-up of the SUMMIT randomised trial
Prado, E. L., Sebayang, S. K., Apriatni, M. S., Adawiyah, S. R., Hidayati, N., Islamiyah, A., Siddiq, S., Harefa, B., Lum, J. A. G., Alcock, K., et al. (2017) · The Lancet Global Health · doi:10.1016/s2214-109x(16)30354-0 · Cited by 86 · see citing works
Effects of a scalable home‐visiting intervention on child development in slums of urban India: evidence from a randomised controlled trial
Andrew, A., Attanasio, O. P., Augsburg, B., Day, M., Grantham‐McGregor, S., Meghir, C., Mehrin, F., Pahwa, S., & Rubio‐Codina, M. (2019) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13171 · Cited by 90 · see citing works
“Despite disadvantaged children and their caregivers having many and diverse needs, tightly focused interventions might be more effective at promoting child development than more comprehensive services (Barnett, 2011).”
European Teacher Training Reforms
Bauer, J., & Prenzel, M. (2012) · Science · doi:10.1126/science.1218387 · Cited by 85 · see citing works
The Chicago School Readiness Project: Examining the long-term impacts of an early childhood intervention
Watts, T. W., Gandhi, J., Ibrahim, D. A., Masucci, M. D., & Raver, C. C. (2018) · PLoS ONE · doi:10.1371/journal.pone.0200144 · Cited by 87 · see citing works
Promoting equity through integrated early child development and nutrition interventions
Black, M. M., & Dewey, K. G. (2014) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.12351 · Cited by 85 · see citing works
The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review
Rogde, K., Hagen, Å. M. M., Melby‐Lervåg, M., & Lervåg, A. (2019) · Campbell Systematic Reviews · doi:10.1002/cl2.1059 · Cited by 87 · see citing works
Paid Parental Leave and Children's Schooling Outcomes
Danzer, N., & Lavy, V. (2017) · The Economic Journal · doi:10.1111/ecoj.12493 · Cited by 81 · see citing works
The persistence of preschool effects from early childhood through adolescence.
Ansari, A. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000255 · Cited by 81 · see citing works
“Convergence can occur for one of the following two reasons (see also: Bailey et al., 2017; Barnett, 2011; Magnuson et al., 2007; Yoshikawa et al., 2013): (1) Catchup: Children who enter kindergarten without a preschool background and, therefore, with a less developed skillset (broadly defined), may…”
Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation
Svoboda, R. C., Rozek, C. S., Hyde, J., Harackiewicz, J., & Destin, M. (2016) · AERA Open · doi:10.1177/2332858416664875 · Cited by 74 · see citing works
“Many of the policy-oriented interventions, such as Moving to Opportunity (e.g., Chetty, Hendren, & Katz, 2015), early childhood programs (e.g., Barnett, 2011), and school lotteries (e.g., Deming, Hastings, Kane, & Staiger, 2011) are expensive and more difficult to implement.”
Background
The impact of Sure Start local programmes on seven year olds and their families
Melhuish, E. C., Belsky, J., & Leyland, A. H. (2012) · Research Online (University of Wollongong) · Cited by 78 · see citing works
Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality Between Students and Across States
Valentino, R. A. (2017) · American Educational Research Journal · doi:10.3102/0002831217732000 · Cited by 78 · see citing works
“Researchers have demonstrated that the largest preschool benefits result from the highest quality programs (Barnett, 2011; Burchinal, Vandergrift, Pianta, & Mashburn, 2010; Camilli et al., 2010).”
Background
Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?
Jenkins, J. M., Watts, T. W., Magnuson, K., Gershoff, E. T., Clements, D. H., Sarama, J. H., & Duncan, G. J. (2018) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2018.1441347 · Cited by 76 · see citing works
“…this argument is that high-quality instruction differentially benefits the academic skills of preschool graduates by continuing their skilled growth at the same or faster pace than their non-attending peers (Barnett, 2011; McKey et al., 1985; Swain, Springer, & Hofer, 2015; Zigler & Styfco, 2004).”
Investing against evidence: the global state of early childhood care and education
UNESCO (2015) · UNESCO eBooks · doi:10.54675/ibqa9325 · Cited by 92 · see citing works
Psychology of Child Well-Being
Holte, A., Barry, M. M., Bekkhus, M., Borge, A. I. H., Bowes, L., Casas, F., Friborg, O., Grinde, B., Headey, B., Jozefiak, T., et al. (2013) · Springer eBooks · doi:10.1007/978-90-481-9063-8_13 · Cited by 74 · see citing works
Do the Effects of Head Start Vary by Parental Preacademic Stimulation?
Miller, E. B., Farkas, G., Vandell, D. L., & Duncan, G. J. (2014) · Child Development · doi:10.1111/cdev.12233 · Cited by 74 · see citing works
“…skills (Duncan & Magnuson, 2013); however, those who experience high-quality early childhood programs have been found to enter kindergarten with academic skills closer to those of higher income children (e.g., Barnett, 2011; Karoly, Kilburn, & Cannon, 2005; Ramey & Ramey, 2006; Schweinhart, 2006).”
High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning
Reid, J. L., & Ready, D. D. (2013) · Early Education and Development · doi:10.1080/10409289.2012.757519 · Cited by 72 · see citing works
Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention
Vancraeyveldt, C., Verschueren, K., Wouters, S., Craeyevelt, S. V., Noortgate, W. V. D., & Colpin, H. (2014) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-014-9892-7 · Cited by 73 · see citing works
Trade-Offs between Different Early Childhood Interventions: Evidence from EcuadorPreprint
Rosero, J., & Oosterbeek, H. (2011) · SSRN Electronic Journal · doi:10.2139/ssrn.1898566 · Cited by 72 · see citing works
Early Childhood Education Activities and Care Arrangements of Disadvantaged Children in Germany
Schober, P. S., & Spieß, C. K. (2013) · Child Indicators Research · doi:10.1007/s12187-013-9191-9 · Cited by 71 · see citing works
“Studies which focus on the effects of largescale public early childhood programs however show mixed results (for summaries, see e.g., Barnett 2011; Blau and Currie 2006; Heckman 2006), even in respect to the size of the quality effects.”
Result
Cold-knife conization versus photodynamic therapy with topical 5-aminolevulinic acid (5-ALA) in cervical intraepithelial neoplasia (CIN) II with associated human papillomavirus infection: a comparison of preliminary results.
Bodner, K., Bodner‐Adler, B., Wierrani, F., Kubin, A., Szölts-Szölts, J., Spängler, B., & Grünberger, W. (2003) · PubMed · Cited by 71 · see citing works
Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey
Ersan, O., & Rodriguez, M. C. (2020) · Large-scale Assessments in Education · doi:10.1186/s40536-020-00093-y · Cited by 70 · see citing works
“Pre-primary education is an essential component of early childhood development in which cognitive, social, emotional, and physical developments are fast and crucial for later development (Barnett, 1995, 2011; Gorey, 2001; Kagitcibasi et al., 2009).”
Background
“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning
Blewitt, C., O’Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A. Α., Jackson, K., & Skouteris, H. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18041530 · Cited by 93 · see citing works
Predictors of cognitive enhancement after training in preschoolers from diverse socioeconomic backgrounds
Segretin, M. S., Lipina, S. J., Hermida, M. J., Sheffield, T. D., Nelson, J. M., Espy, K. A., & Colombo, J. A. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00205 · Cited by 70 · see citing works
“The main goals of such interventions were the promotion of cognitive control development in early childhood, with the aim of influencing broader, long-term outcomes, such as academic and social adjustment (McCandliss et al., 2003; Temple et al., 2003; Colombo and Lipina, 2005; Klingberg et al., 2005; Rueda et al., 200…”
BackgroundInfluential
Quality Early Education and Child Care From Birth to Kindergarten
Donoghue, E. A., Lieser, D. J., DelConte, B. A., Donoghue, E. A., Earls, M. F., Glassy, D. S., Mendelsohn, A. L., McFadden, T., Scholer, S. J., Takagishi, J., et al. (2017) · PEDIATRICS · doi:10.1542/peds.2017-1488 · Cited by 74 · see citing works
Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study
Rosas, R., Espinoza, V., Porflitt, F., & Cerić, F. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02024 · Cited by 67 · see citing works
Does Head Start Do Any Lasting Good?
Gibbs, C. R., Ludwig, J., & Miller, D. L. (2011) · National Bureau of Economic Research · doi:10.3386/w17452 · Cited by 67 · see citing works
“Barnett (2011) believes that there is substantial room for improvement in Head Start in part because he believes that much larger test-score impacts have been found with other early childhood programs that don’t cost much more than Head Start, particularly newer statesponsored universal pre-K…”
BackgroundResultInfluential
Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up.
Barnett, W. S., Jung, K., Youn, M., & Frede, E. (2013) · Cited by 66 · see citing works
Self-citation
Building vocabulary in two languages: An examination of Spanish-speaking Dual Language Learners in Head Start
Hindman, A. H., & Wasik, B. (2015) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.12.006 · Cited by 65 · see citing works
What Makes Nations Intelligent?
Hunt, E. B. (2012) · Perspectives on Psychological Science · doi:10.1177/1745691612442905 · Cited by 64 · see citing works
“, Jensen, 1969), these programs do work and are cost-effective, although recovering the cost of the investment takes decades (Barnett, 2011; Reynolds, Temple, Ou, Artega, & White, 2011). Similar early intervention programs are available within other I&PI nations. They are few and far between in the developing countrie…”
BackgroundInfluential
An Experience on Natural Sciences Augmented Reality Contents for Preschoolers
Martínez, A. C., Laguna, I., Pérez, D., Perona, P., & Contero, M. (2013) · Lecture notes in computer science · doi:10.1007/978-3-642-39420-1_12 · Cited by 64 · see citing works
“Early educational intervention [1] has been proposed as an effective tool to fight against poverty and inadequate learning environments, promoting child development and school success.”
Background
Impact of North Carolina’s Early Childhood Initiatives on Special Education Placements in Third Grade
Muschkin, C. G., Ladd, H. F., & Dodge, K. A. (2015) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373714559096 · Cited by 64 · see citing works
“Numerous studies have found that children who participate in small, high-quality, ECE programs experience gains that persist throughout their schooling and into early adulthood (Barnett, 2011; Camilli, Vargas, Ryan, & Barnett, 2010; Mervis, 2011); however, evaluations of larger scale federal and state programs indicat…”
BackgroundInfluential
Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement?
Burger, K. (2016) · Research in Social Stratification and Mobility · doi:10.1016/j.rssm.2016.02.002 · Cited by 63 · see citing works
“5 of skills in early childhood during sensitive periods when the brain is particularly receptive to environmental influences, early childhood education has been proposed to partially offset the impacts of disadvantage and adverse learning environments on child development (Barnett, 2011).”
Background
The role of early childhood education programmes in the promotion of child and adolescent mental health in low-and middle-income countries
Baker-Henningham, H. (2014) · International Journal of Epidemiology · doi:10.1093/ije/dyt226 · Cited by 61 · see citing works
Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children
Hermida, M. J., Segretin, M. S., Prats, L. M., Fracchia, C. S., Colombo, J. A., & Lipina, S. J. (2015) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2015.03.003 · Cited by 59 · see citing works
“In general, these studies reached their goals [66,67]; however, there have been difficulties in replicating successful outcomes in the long term or on larger scales [68].”
Background
Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour
Sylva, Κ., Sammons, P., Melhuish, E. C., Siraj, I., & Taggart, B. (2020) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-020-00945-x · Cited by 67 · see citing works
New Findings on Impact Variation From the Head Start Impact Study: Informing the Scale-Up of Early Childhood Programs
Morris, P., Connors, M. C., Friedman‐Krauss, A. H., McCoy, D. C., Weiland, C., Feller, A., Page, L. C., Bloom, H. S., & Yoshikawa, H. (2018) · AERA Open · doi:10.1177/2332858418769287 · Cited by 59 · see citing works
“…preschool programs for low-income children have the potential to improve their short- and longer-run outcomes and address income-related development gaps (Barnett, 1995, 2011; Dodge, Bai, Ladd, & Muschkin, 2016; Gormley, Phillips, & Gayer, 2008; Weiland & Yoshikawa, 2013; Yoshikawa et al., 2013).”
Background
Who uses public childcare for 2‐year‐old children? Coherent family policies and usage patterns in S weden, F inland and W estern G ermany
Krapf, S. (2013) · International Journal of Social Welfare · doi:10.1111/ijsw.12031 · Cited by 54 · see citing works
Predictors of early care and education type among preschool-aged children in immigrant families: The role of region of origin and characteristics of the immigrant experience
Miller, P. L., Votruba-Drzal, E., & Coley, R. (2013) · Children and Youth Services Review · doi:10.1016/j.childyouth.2013.04.024 · Cited by 58 · see citing works
Neuroscience of Childhood Poverty: Evidence of Impacts and Mechanisms as Vehicles of Dialog With Ethics
Lipina, S. J., & Evers, K. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00061 · Cited by 56 · see citing works
“…actions that were implemented in different developmental contexts (National Research Council, and Institute of Medicine, 2009; Burger, 2010; Barnett, 2011; Sandler et al., 2011; Yoshikawa et al., 2012; Barry et al., 2013; Blair and Raver, 2014; Slopen et al., 2014; Fiorella et al., 2016;…”
BackgroundInfluential
UNIVERSAL PRESCHOOL PROGRAMS AND LONG‐TERM CHILD OUTCOMES: A SYSTEMATIC REVIEW
Dietrichson, J., Kristiansen, I. L., & Viinholt, B. C. A. (2020) · Journal of Economic Surveys · doi:10.1111/joes.12382 · Cited by 56 · see citing works
“High quality adult-child interactions and caregiving is the strongest predictor of children’s skill development (NICHD Early Child Care Research Network, 2002), and is often mentioned as the most important aspect of preschool quality (e.g., Barnett, 2011; Sabol et al., 2013).”
Background
Public education financing, earnings inequality, and intergenerational mobility
Herrington, C. M. (2015) · Review of Economic Dynamics · doi:10.1016/j.red.2015.07.006 · Cited by 70 · see citing works
Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’s Ta‘līm al-Muta‘allim
Huda, M., Yusuf, J. B., Jasmi, K. A., & Zakaria, G. A. N. (2016) · SAGE Open · doi:10.1177/2158244016670197 · Cited by 52 · see citing works
“Also, TLMs, teacher compensation, the recruitment and retention of a higher quality teacher workforce, all of which have financial implications, are closely linked with quality student outcomes (Baker, 2012; Barnett, 2011).”
Background
The Costs and Benefits of Investing in Universal Preschool: Evidence From a Spanish Reform
van Huizen, T., Dumhs, L., & Plantenga, J. (2017) · Child Development · doi:10.1111/cdev.12993 · Cited by 52 · see citing works
“S. studies (Barnett, 2011).”
Background
Estimating the Consequences of Norway’s National Scale-Up of Early Childhood Education and Care (Beginning in Infancy) for Early Language Skills
Dearing, E., Zachrisson, H. D., Mykletun, A., & Toppelberg, C. O. (2018) · AERA Open · doi:10.1177/2332858418756598 · Cited by 54 · see citing works
Testing the ‘thresholds’ of preschool education quality on child outcomes in China
Li, K., Zhang, P., Hu, B. Y., Burchinal, M., Fan, X., & Qin, J. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.08.003 · Cited by 53 · see citing works
Mind Your Body: the Essential Role of Body Movements in Children’s Learning
Chandler, P., & Tricot, A. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9333-3 · Cited by 52 · see citing works
“Whereas well-designed programs can generate benefits 10 times greater than their costs, poorly designed programs may not generate a benefit at all (Barnett 2011; Barnett and Masse 2007).”
Background
A population-based analysis of factors that predict early language and cognitive development
Brownell, M. D., Ekuma, O., Nickel, N. C., Chartier, M., Koseva, I., & Santos, R. G. (2015) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2015.10.004 · Cited by 51 · see citing works
Improving the General Language Skills of Second-Language Learners in Kindergarten: A Randomized Controlled Trial
Rogde, K., Melby‐Lervåg, M., & Lervåg, A. (2016) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1171935 · Cited by 49 · see citing works
“However, the observed “fade-out” of gains in this intervention is in line with that found in other studies of intervention effects in early childhood (see Barnett, 2011; Guralnick, 2005 for a discussion of this).”
Result
Conceptions and misconceptions about neuroscience in preschool teachers: a study from Argentina
Hermida, M. J., Segretin, M. S., García, A. S., & Lipina, S. J. (2016) · Educational Research · doi:10.1080/00131881.2016.1238585 · Cited by 49 · see citing works
“We would argue that this lack of focus on preschool teachers needs to be addressed, especially as a substantial body of research indicates that preschool education can improve the learning and development of young children (Barnett 2008, 2011).”
Background
Development of selective attention in preschool-age children from lower socioeconomic status backgrounds
Wray, A. H., Stevens, C., Pakulak, E., Isbell, E., Bell, T. A., & Neville, H. J. (2017) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2017.06.006 · Cited by 49 · see citing works
“Given that brain structure, function, and attention skills undergo significant development during the preschool-age years (e.g., Bates et al., 2003; Huttenlocher and Dabholkar, 1997; Posner and Rothbart, 2007; Sanders et al., 2006), it is critical to evaluate neural systems for attention within a…”
Background
Do increased availability and reduced cost of early childhood care and education narrow social inequality gaps in utilization? Evidence from Norway
Sibley, E., Dearing, E., Toppelberg, C. O., Mykletun, A., & Zachrisson, H. D. (2015) · International journal of child care and education policy/International journal of child care and education · doi:10.1007/s40723-014-0004-5 · Cited by 50 · see citing works
Trends in neuroscience and education
ScienceDirect (2012) · Cited by 48 · see citing works
Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD
Wiest, G. M., Rosales, K. P., Looney, L., Wong, E. H., & Wiest, D. J. (2022) · Brain Sciences · doi:10.3390/brainsci12020141 · Cited by 52 · see citing works
“Variability exists in effectiveness of transfer effects (from WM training to academic performance) depending on such factors as duration of training [57]), baseline performance [55], sleeper effects [58], supervision during training [57], the addition of game elements to training tasks [55], motivation [59], and the t…”
Background

Authors: Barnett, W. S.
Affiliations: Rutgers, The State University of New Jersey (US)
Corresponding author: Barnett, W. S.
ORCID: Barnett, W. S.
Venue: Science
Publisher: American Association for the Advancement of Science (AAAS)
Published: 2011-08-19
Volume: 333
Issue: 6045
Pages: 975-978
ISSN: 0036-8075 (ISSN-L)
1095-9203
DOI: 10.1126/science.1204534
OpenAlex: W2126455292
Cited by: 636
References: 35
Citations by year: 2026: 16 · 2025: 24 · 2024: 47 · 2023: 36 · 2022: 33 · 2021: 42 · 2020: 70 · 2019: 45 · 2018: 55 · 2017: 47 · 2016: 51 · 2015: 46 · 2014: 45 · 2013: 48 · 2012: 26
FWCI: 22.99
Type: journal article
Language: en
Open access: closed
Locations: Science (publishedVersion)
PubMed (publishedVersion)
Rutgers University Community Repository (Rutgers University) (submittedVersion)
Topics: Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Education › School Choice and Performance
Social Sciences › Safety Research › Poverty, Education, and Child Welfare
Keywords: early educational intervention, program effectiveness, child development, school success, poverty, learning environment, cognitive outcomes, social outcomes, program characteristics, early childhood education
MeSH terms: Child Development, Child, Preschool, Cognition, Educational Measurement, Humans, Infant, Intelligence, Social Behavior, United States, Meta-Analysis as Topic, Program Evaluation, Randomized Controlled Trials as Topic, Early Intervention, Educational

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Effectiveness of Early Educational Intervention

Abstract

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks