Melhuish, Edward C. and Barnes, Jacqueline (2019) Compensatory education. In: Hupp, S. and Jewell, J. (eds.) The Encyclopedia of Child and Adolescent Development. Wiley-Blackwell. ISBN 9781119161899.
Abstract
Children from disadvantaged backgrounds are likely to start school less well prepared than their peers. For many years researchers have worked on developing and testing the effectiveness of early education and care programs designed to improve these children's chances. Some programs start as early as the first year of life and others begin when children are 3 or 4 years old. Overall, the best evidence (summarized here) suggests that high‐quality programs offered in the first 3 years, especially if they continue after age 3, can produce benefits for cognitive, language, and social development. But, without follow‐on intervention, large initial impacts may not be sustained if children continue to experience disadvantage. From 3 years, disadvantaged children benefit in their cognitive and social development from high‐quality preschool provision if it has a well‐developed curriculum and well‐qualified teachers. Gains are likely to be evident in school and continue into adult life.
Metadata
| Item Type: | Book Section |
|---|---|
| School: | Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences |
| Depositing User: | Administrator |
| Date Deposited: | 15 Jan 2020 19:39 |
| Last Modified: | 02 Aug 2023 17:47 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/25601 |
Statistics
Additional statistics are available via IRStats2.
Archive Staff Only (login required)
