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

By Kaspar Burger. 2010

716 citations recorded by the source corpus.

Subfields: Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/0bede9fbfbf69bc582b74816b90a64ceefd574d2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Hui Li
2. E. Pavolini
3. N. Rao
4. M. Lau
5. Xunyi Lin
6. W. Van Lancker
7. Weipeng Yang
8. You Zhang

In Pediatrics, Perinatology and Child Health

1. E. Pavolini
2. W. Van Lancker
3. You Zhang
4. Lijia Guo
5. Mark H. Johnson
6. Jiashun Huang
7. W. S. Barnett

Citations in the corpus

• Effectiveness of Early Educational Intervention (2011, result): “↵ A review (40) of 32 recent studies (1990 to 2008) is highly consistent with (34) in its conclusions.”
• Time spent outdoors during preschool: Links with children's cognitive and behavioral development (2017, neutral): “Consequently, the effects of daycare on children's health and development has received much attention (Burger, 2010; Vermeer & van IJzendoorn, 2006).”
• Education Development in China: Education Return, Quality, and Equity (2019, result): “Consistent results of these studies are that early childhood education programs have positive effects on cognitive outcomes, social skills, and school performance at later stages of education [26,27].”
• Early achievement in rural China: The role of preschool experience☆ (2012, background): “However, although such programs yielded considerable short-term effects, their long-term effects were smaller, which led to the conclusion that early childhood programs cannot fully compensate for the less favorable learning environments to which disadvantaged children are exposed (Burger, 2010).”
• The Matthew effect in childcare use: a matter of policies or preferences? (2018, background): “Enrolment in formal childcare services of sufficient quality enhances cognitive and non-cognitive skills, enabling children to be better prepared for learning (Burger 2010; Leseman 2009).”
• Training attentional control and working memory - Is younger, better? (2012, background): “In recent years a number of authors within applied cognitive neuroscience have advocated the desirability of early interventions (Burger, 2010; Heckman, 2006; Shonkoff & Levitt, 2011; Sonuga- Barke, Koerting, Smith, McCann, & Thompson, 2011; Wallace & Rogers, 2010).”
• Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, neutral): “, age range, curriculum, composition) and content (i.e., quality of programs, education emphasis; Boocock, 1995; Burger, 2010; Camilli, Vargas, Ryan & Barnett, 2010; Cryer, Tietze, Burchinal, Leal, & Palacios, 1999).”
• Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “…the efficacy of ECC in improving children’s school readiness (e.g., Anderson et al., 2003; Chambers et al., 2010) and cognitive development (e.g., Burger, 2010; Camilli et al., 2010; Nelson, Westhues, & MacLeod, 2003), little is known about the effects of curricula on young children’s SEC.”