RESUMO
It is generally accepted that early childhood education improves the cognitive performance of children in poverty in the short-term, but whether cognitive effects persist in the long-term is hotly debated. This paper presents the results of a critical review of 38 studies of the long-term effects of early childhood programs on children in poverty. Outcomes examined include IQ, achievement, and academic success as measured by grade repetition, special education placement, and high school graduation. Early childhood education is found to produce persistent effects on achievement and academic success, but not on IQ (with some exceptions). Head Start and public school programs produce the same types of effects as better funded model programs, but at least some of the effects are smaller. Cost-benefit analysis based on one randomized trial finds that the economic return from providing early education to children in poverty far exceeds the costs. Head Start, public school preschool education, and education in high-quality child care programs all offer avenues for government investment to improve the long-term cognitive development and academic success of children in poverty.
Assuntos
Intervenção Educacional Precoce , Deficiência Intelectual/prevenção & controle , Inteligência , Deficiências da Aprendizagem/prevenção & controle , Pobreza/psicologia , Adolescente , Adulto , Criança , Pré-Escolar , Análise Custo-Benefício , Intervenção Educacional Precoce/economia , Feminino , Humanos , Lactente , Deficiência Intelectual/psicologia , Deficiências da Aprendizagem/psicologia , Masculino , Pobreza/economia , Meio SocialRESUMO
Effects of children with Down syndrome on parents' daily activities were investigated. Data on the allocation of time to daily activities were obtained from time diaries provided by two samples of parents with at least one child under age 17. Parents in one sample had a child with Down syndrome and parents in the other sample did not. Comparison of time allocations by sample indicated that parents of children with Down syndrome differed substantially from other parents in their patterns of time use. Both parents of a child with Down syndrome devoted more time to child care and spent less time in social activities. Mothers of children with Down syndrome allocated less time to paid employment.
Assuntos
Atividades Cotidianas/psicologia , Efeitos Psicossociais da Doença , Síndrome de Down/psicologia , Pais/psicologia , Papel do Doente , Adolescente , Adulto , Criança , Cuidado da Criança , Pré-Escolar , Síndrome de Down/reabilitação , Feminino , Identidade de Gênero , Assistência Domiciliar/psicologia , Humanos , Lactente , Masculino , Pessoa de Meia-Idade , Poder Familiar/psicologia , Qualidade de Vida , Comportamento SocialRESUMO
A 25-year study of the Perry Preschool program provides the basis for a comprehensive benefit-cost analysis of the long-term effects of a preschool education program on children growing up in poverty. Findings indicate that the preschool education program produced economic benefits to participants and to the general public that greatly exceeded the costs of the program.