The objectives of this research were to determine the effectiveness of preschool prevention programs for disadvantaged children and families in the short-term (preschool), medium-term (kindergarten-8th grade), and the long-term (high school and beyond) and to identify factors that moderate program success.
Meta-analysis was used to examine the effect sizes (d) of different outcome domains of 34 preschool prevention programs that had at least one follow-up assessment when the children were in school. Although cognitive impacts resulting from these programs were greatest during the preschool period (d=0.52), they were still evident during kindergarten through Grade 8 (K-8; d=0.30). Social-emotional impacts on children were similar at K-8 (d=0.27) and high school and beyond (d=0.33), as were parent-family wellness impacts at preschool (d=0.33) and K-8 (d=0.30).
As predicted, cognitive impacts during the preschool time period were greatest for those programs that had a direct teaching component in preschool. Also as predicted, cognitive impacts during the K-8 time period were greatest for those programs that had a follow-through educational component in elementary school... (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).
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