Handbook of Early Childhood Intervention: Another Decade of Intervention for Children Who Are Low Income or Disabled: What Do We Know Now?

By Dale Farran. 2000

97 citations recorded by the source corpus.

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In Clinical Psychology

Citations in the corpus

How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture (2010, unknown): “Educational and environmental enrichment of preschool children from impoverished economic settings has been shown to improve cognitive measures through early adulthood (Campbell, Pungello , Miller-Johnson, Burchinal, & Ramey, 2001; Martin, Ramey, & Ramey, 1990; see Farran, 2000, for review).”
The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention (2005, background): “Significant effects of centre-based programmes, for example, are rare by—and nonexistent beyond—first grade, according to Farran (2000) and Gilliam and Zigler (2000).”
The effectiveness of early head start for 3-year-old children and their parents: lessons for policy and programs. (2005, background): “Based on previous evaluations of interventions with very young children, we expected to find significant treatment effects on cognitive and language outcomes (Barnett, 1995; Farran, 2000; Karoly et al., 1998; Yoshikawa, 1995).”
Inequality in Preschool Education and School Readiness (2004, background): “…short-term cognitive and language development and long-term academic achievement and reduce special education placement and grade retention (see Barnett, 1995; Brooks-Gunn, 2000; Farran, 2000; Karoly et al., 1998; Schweinhart, Barnes, & Weikart, 1993; Vandell & Wolfe, 2000; Waldfogel, 2002).”
Dimensions of Parental Engagement in Home Visiting Programs (2003, background): “One common goal of parenting programs is to help parents create a growth-promoting environment for their children within their unique cultural and socioeconomic contexts (Brooks-Gunn, Berlin, & Fuligni, 2000; Farran, 2000; Heinicke et al., 2000; Kendrick et al., 2000; McDonough, 2000).”
No Child Left Behind Comes to Preschool (2006, background): “Moreover, there is ample evidence now that quality preschool experiences have long-term academic benefits for children, including reducing rates of retention and special education placement (see Barnett, 1995; Farran, 2000).”