Do You Believe In Magic?: What We Can Expect From Early Childhood Intervention Programs

By Jeanne Brooks-Gunn. 2003

319 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5703f2a218e2c4060dfe7223412f911435df1dee

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In Clinical Psychology

In Education

Citations in the corpus

Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial (2011, background): “Further, the same high-quality experiences may benefit low-income children more because they have fewer educational opportunities in their homes (Carneiro & Heckman, 2003; Raudenbush, 2009); such effects have been reported as strongest for children from low-resource communities and for children whos”
Three Shortcomings of the Social Investment Perspective (2013, background): “Both dimensions should be particularly beneficial for children from a disadvantaged background, ultimately breaking the intergenerational chain of poverty (Brooks-Gunn, 2003; Sylva et al., 2004).”
The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective (2004, background): “In a speech to the U.S. Congress, Brooks-Gunn (2000) concluded that SES affects cognitive development, achievements, and behavior as early as kindergarten; and in addition, these influences do not disappear – but may even Maternal mediation /Longitudinal perspective 9 intensify – in school.”
PK‐3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old (2005, background): “A PK-3 Approach to education does not view early intervention, PK programs, and overall school readiness as magic bullets that inoculate young children from educational failure (e.g., Brooks-Gunn, 2003; Zigler & Styfco, 1993).”
Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012, background): “This evidence supports claims that educators must continue to engage children in interesting and challenging mathematics to ensure academic success (Brooks-Gunn, 2003; Paris et al., 2006).”
Emotion Knowledge Skills in Low‐income Elementary School Children: Associations with Social Status and Peer Experiences (2005, background): “In order to design and conduct the most effective prevention approaches, it is first necessary to assess associations between negative outcomes and the hypothesized mechanisms that may help prevent such outcomes (Brooks-Gunn, 2003; Izard, 2002).”
The effectiveness of early head start for 3-year-old children and their parents: lessons for policy and programs. (2005, background): “Intervention programs seek to alter development in a positive direction for children at risk for poor outcomes (Brooks-Gunn, 2003; Guralnick, 1997).”
Pre-school quality and educational outcomes at age 11: Low quality has little benefit (2011, background): “A major element of the EPPE design is to identify the familial and educational processes that underlie change in the developmental trajectories of young children (Brooks-Gunn, 2003), because it is well established that children’s outcomes are a product of both home and pre-school.”
Mathematics Education for Young Children: What It is and How to Promote It (2008, background): “, Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement.”
Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later (2009, background): “Some reviews reflect upon what went wrong in terms of early unrealistic expectations from early intervention, such as unwarranted assumptions of life-long gains from limited and one-shot investments (Brooks-Gunn, 2003; Zigler, 2003).”
Stressors and Turning Points in High School and Dropout (2015, background): “Even model preschool programs are insufficient and need to be complemented by high-quality services offered at other critical junctions during the K–12 years, notably during high school, when dropout occurs (Brooks-Gunn, 2003).”
Fostering At-Risk Preschoolers' Number Sense (2009, background): “…does exist indicates that early intervention that targets specific developmentally important concepts and skills can have a positive effect (Brooks-Gunn, 2003; Dowker, 2001; Greenes, Ginsburg, & Balfanz, 2004; Starkey, Klein, & Wakeley, 2004; see also reviews in Clements & Sarama, 2004;…”