Early Childhood Interventions: Proven Results, Future by Lynn A. Karoly

By Lynn A. Karoly

Provides a evaluate and synthesis of present study that addresses the opportunity of a number of types of early early life interventin to enhance results for partaking kids and their households.

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In some cases, larger-scale replication has been implemented with high fidelity to the original intervention model; others have been replicated with less fidelity and more local autonomy in determining community service needs, so they are only loosely based on the original model. Research and practice in early childhood demonstrate that there is great heterogeneity of programs in existence. 1 in defining their approach, and this often results in wide disparity between any two Strategies for Intervention 27 locally implemented interventions.

8 • Neighborhood environments do not support healthy development for many young children. Data from the 2000 Census reveal that 22 percent of children under age 5 lived in neighborhoods where 20 percent or more of the population had income below the poverty line. 9 • Early literacy at home lags for some young children. Within families of three- to five-year-olds, 16 percent are not read to regularly (three or more times a week), and 26 percent are not regularly taught letters, words, or numbers.

Based on these two criteria and several others, we identify 16 programs with what we refer to as a strong evidence base. Another four programs provide a promising evidence base given shorter-term follow-up results. We provide a summary of the key features of the 20 19 20 Early Childhood Interventions: Proven Results, Future Promise programs. The results from the evaluations of these programs, and inferences about the features of successful programs, are the subject of Chapter Three. Theoretical Foundations of Early Childhood Intervention Traditionally, children and their development were relegated to the domain of the parent and family, without formal outside interference.

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