Background This study addressed the need for studies of the efficacy of the Born to Learn (BTL) curriculum.
Methods Based on random assignment, 227 families of infants received the BTL curriculum conducted in monthly home visits, and 237 families received general child development education only.
Results The BTL curriculum resulted in higher mastery motivation (task competence) at 36 months (P < 0.05) and greater effects for children from low (P < 0.01) versus high socio-economic status on mastery motivation and cognitive development at 24 months. No effects were found on a wide range of other developmental outcomes.
Conclusion Future studies should document the BTL curriculum effectiveness in diverse settings and samples.