The effectiveness of early childhood development programs. A systematic review.

By L. Anderson, Carolynne Shinn, M. Fullilove, S. Scrimshaw, J. Fielding, J. Normand, Vilma G. Carande-Kulis. American Journal of Preventive Medicine, 2003

658 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/299d7621a7102145dd0f7149db047cb945bd06a9

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In Clinical Psychology

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In Pediatrics, Perinatology and Child Health

Citations in the corpus

Systematic Reviews in the Social Sciences: A Practical Guide (2005, background): “provide another example of a logic model, in which they clearly outline the theoretical framework underlying their systematic review of the effectiveness of early childhood development programs.(59) In this, they describe the pathways linking the components of childhood development programs, which r”
Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “…dramatic ramifications for child and youth development as indicated by the range of long-term follow-up studies of early educational experiences (Anderson et al., 2003; Campbell, Pungello, Miller-Johnson, Burchinal, & Ramey, 2001; Campbell, Ramey, Pungello, Sparling, & Miller-Johnson, 2002;…”
Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum (2007, background): “of problems puts them at increased risk for difficulties at school entry, negative relationships with peers, and academic underachievement ( Alexander, Entwisle, & Dauber, 1993; Gagnon, Craig, Tremblay, Zhou, & Vitaro, 1995; Huffman et al., 2000; O’Neil, Welsh, Parke, Wang, & Strand, 1997).”
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, result): “Some research syntheses have examined the effectiveness of ECC (e.g., Anderson et al., 2003; Camilli, Vargas, Ryan, & Barnett, 2010; Chambers, Cheung, Slavin, Smith, & Laurenzano, 2010; Joseph & Strain, 2003).”
Trajectories of Pure and Co-Occurring Internalizing and Externalizing Problems from Age 2 to Age 12: Findings from the NICHD Study of Early Child Care (2007, neutral): “Based on this finding, social skill training early in life might help children with chronic co-occurring problems to deal with peers better and not be excluded by peers (Anderson et al., 2003; Brestan & Eyeberg, 1998), which might then suppress their development of cooccurring symptoms.”
Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development (2010, background): “The systematic review by Anderson et al. (2003) included 12 studies reporting cognitive outcomes for children aged 3–5.”