Chapter 3. Persistent Effects of Early Childhood Education on High-Risk Children and their Mothers

  1. Maurice A. Feldman
  1. Craig T. Ramey,
  2. Frances A. Campbell,
  3. Margaret Burchinal,
  4. Martie L. Skinner,
  5. David M. Gardner and
  6. Sharon L. Ramey

Published Online: 21 JAN 2008

DOI: 10.1002/9780470755778.ch3

Early Intervention: The Essential Readings

Early Intervention: The Essential Readings

How to Cite

Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M. and Ramey, S. L. (2008) Persistent Effects of Early Childhood Education on High-Risk Children and their Mothers, in Early Intervention: The Essential Readings (ed M. A. Feldman), Blackwell Publishing Ltd, Oxford, UK. doi: 10.1002/9780470755778.ch3

Publication History

  1. Published Online: 21 JAN 2008
  2. Published Print: 1 JAN 2004

ISBN Information

Print ISBN: 9781405111690

Online ISBN: 9780470755778

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Keywords:

  • cognitive development;
  • high-risk children;
  • early childhood education;
  • intergenerational poverty;
  • health policies

Summary

The prelims comprise:

  • Method

  • Experimental Phase I: Abecedarian Preschool Program

  • Phase II: Abecedarian K-2 Educational Support Program

  • Long-term Results: Academic Achievement, Intellectual Outcomes, and School Progress