Relevant bibliographies by topics / Early childhood intervention programs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Early childhood intervention programs'

Author: Grafiati
Published: 19 February 2023
Last updated: 31 July 2025

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Journal articles on the topic "Early childhood intervention programs"

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Brandes, Joyce A., Christine K. Ormsbee, and Kathryn A. Haring. "From Early Intervention to Early Childhood Programs." Intervention in School and Clinic 42, no. 4 (2007): 204–11. http://dx.doi.org/10.1177/10534512070420040301.

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Currie, Janet. "Early Childhood Education Programs." Journal of Economic Perspectives 15, no. 2 (2001): 213–38. http://dx.doi.org/10.1257/jep.15.2.213.

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This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start wou
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McNaughton, David. "Measuring Parent Satisfaction with Early Childhood Intervention Programs." Topics in Early Childhood Special Education 14, no. 1 (1994): 26–48. http://dx.doi.org/10.1177/027112149401400106.

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Bruder, Mary Beth. "The Provision of Early Intervention and Early Childhood Special Education Within Community Early Childhood Programs." Topics in Early Childhood Special Education 13, no. 1 (1993): 19–37. http://dx.doi.org/10.1177/027112149301300105.

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Baglama, Basak, and Mukaddes Sakalli Demirok. "Determination of preservice special education teachers’ views on early childhood intervention." Cypriot Journal of Educational Sciences 11, no. 4 (2016): 213–22. http://dx.doi.org/10.18844/cjes.v11i4.1297.

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Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with special needs or children who are at risk to have sufficient knowledge about early childhood intervention and be competent in this area. Therefore, the present study aims to determine the views of preservice special education teachers about early chi
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Muhamedrahimov, Rifkat. "Scientific basis of early intervention for infants and young children and their families." Vestnik of Saint Petersburg University. Psychology 14, no. 4 (2024): 571–87. https://doi.org/10.21638/spbu16.2024.401.

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The adoption of the Concept of Early Intervention in the Russian Federation, the inclusion of early intervention for young children and their families into Federal law and its dissemination in regions of Russian Federation assumes familiarization of professionals with its interdisciplinary scientific basis. This work is aimed at literature reviewing and presenting in one article the basic concepts and early pioneer works that served as the basis for the early intervention as a field of interdisciplinary clinical, research and training activities. The results of the work indicate that in the pe
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Beitchman, J. H., Alison Inglis, and Debbie Schachter. "Child Psychiatry and Early Intervention: IV. The Externalizing Disorders*." Canadian Journal of Psychiatry 37, no. 4 (1992): 245–49. http://dx.doi.org/10.1177/070674379203700407.

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This paper is the last in a series of four using the concept of the aggregate burden of suffering to -review the major psychiatric disorders of childhood. This paper reviews the externalizing disorders of childhood to prioritize early intervention programs. The paper discusses the prevalence, course, risk and early indicators, associated impairments, and responses to intervention. The externalizing disorders affect the individual, family and community and are thought to result in the greatest aggregate burden of suffering of all the childhood mental disorders. Early intervention is advocated a
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Benash Sarwar, Mujeeb ur Rahman, and Sarooj Gul. "Effectiveness of Early Childhood Obesity Prevention Programs in Primary Care Setting." Indus Journal of Bioscience Research 3, no. 6 (2025): 169–72. https://doi.org/10.70749/ijbr.v3i6.1575.

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Background: Preventive infrastructure in low and middle income countries continue to be limited and childhood obesity is an escalating global health concern. The early childhood period is a critical period for establishing lifelong dietary and activity patterns as it presents an opportune window for intervention. The goal of this study was to test a structured obesity prevention program in the context of the primary care setting at Allied Hospital Faisalabad. Methods: The study is a prospective interventional one conducted from July to December, 2024, among 120 children aged 2–5 years. The par
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de Souza Della Barba, Patricia, Margarita Cañadas-Pérez, María Teresa Suárez-Lozano, and Tatiana Ivonne Chiappero. "Políticas públicas para la primera infancia en los países latinoamericanos." Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 23, no. 1 (2024): 1–27. https://doi.org/10.11600/rlcsnj.23.1.5958.

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(analytical)The article analyzes the design of early childhood and early intervention public policies in Latin American countries, updating the legal framework and evaluating the effectiveness of existing programs. The article focuses on the relationship between the legislation that informs the design of public policies and the effectiveness of early intervention programs in the countries that are members of the Ibero-American Early Childhood Care Network, with the authors identifying the perceived strengths and weaknesses of these initiatives according to its members. A total of eight members
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Anticich, Sarah A. J., Paula M. Barrett, Robyn Gillies, and Wendy Silverman. "Recent Advances in Intervention for Early Childhood Anxiety." Australian Journal of Guidance and Counselling 22, no. 2 (2012): 157–72. http://dx.doi.org/10.1017/jgc.2012.24.

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Anxiety disorders in older children and adolescents have long been acknowledged as impairing, persistent and predictive of future anxiety and mood-related disorders. Until recently, however, anxiety in preschoolers and younger children has been regarded as relatively uncommon and within normal developmental parameters. Increasing evidence is suggestive that symptoms of anxiety in preschoolers parallel those in older children (Hirshfeld-Becker, Micco, Mazirsky, Bruett, & Henin, 2011) with this under-investigated area attracting increasing interest from researchers and clinicians alike. The
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Dissertations / Theses on the topic "Early childhood intervention programs"

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Wyrick, Anita M. "Parent Perceptions of Occupational Therapy in Early Childhood Special Education Programs Following Transition from Early Intervention Programs." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd/691.

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A qualitative approach was used to explore the perspectives of seven parents of preschool age children with disabilities in Virginia regarding occupational therapy and the transition from early intervention (EI) to early childhood special education (ECSE). Open-ended interviews were used to collect data from each family participant and were presented as individual case reports. A cross-case analysis revealed six common categories and four overarching themes. Results indicated that the transition was viewed positively when parents saw benefits of the change and when they were oriented toward th
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Lawrence, Karen A. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services : a qualitative study of programs in Oregon /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8549.

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Thesis (Ph. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Lawrence, Karen A. 1952. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services: A qualitative study of programs in Oregon." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8549.

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xv, 244 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Incorporation of a mental health focus into Early Intervention/Early Childhood Special Education (EI/ECSE) services is considered critical by many professionals due to the vulnerability of young children with disabilities to developing behavior problems, mental health disorders, and to experiencing maltreatment. This qualitative research study investigated ways personnel in EI/ECSE agencies in Oregon are addressing the mental health needs of the childr
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Manning, Matthew. "Economic Evaluation of the Effects of Early Childhood Intervention Programs on Adolescent Outcomes." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/367938.

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Abstract : Longitudinal research reveals that well designed and carefully implemented early-in-life intervention programs can produce positive short- and long-term benefits for at-risk children and their families. Benefits include gains in intellectual and academic achievement scores, improvements in educational outcomes, reductions in behavioural problems and delinquency, and improved family wellbeing. Convincing as this research is, not all programs produce benefits to the individual and his/her family; nor may they each produce net savings with respect to the costs of the criminal justice o
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Meyers, Sandra D. "Evaluating the effectiveness of a kindergarten intervention program." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 146 p, 2007. http://proquest.umi.com/pqdweb?did=1253510371&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Beamish, Wendi. "Concensus About Program Quality: An Australian Study In Early Childhood Special Education." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366702.

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The research presented in this thesis involved an innovative exploration of program quality in the Australian early childhood intervention (ECI) service system. The overall aim of the inquiry was to develop a local service evaluation tool for use in quality measurement and improvement activities. Tool development and research effort focused on the generation of a manageable, credible, and contextually relevant list of Program Quality Indicators (PQIs). The inquiry drew on the literature from ECI service systems and practice, program evaluation and service quality, and best practice educational
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Thebaud, Veronique C. "Effect and process evaluations of an early childhood obesity prevention intervention." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84154/1/Veronique_Thebaud_Thesis.pdf.

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The thesis develops a summative evaluation framework of the NOURISH Randomised Controlled Trial, and applies this to a selection of maternal feeding choice outcomes of the programme. The research is based on an ecological model of the complex set of factors that need to be acted upon to address childhood obesity. The novel approach extends the standard RCT effect evaluation, while also conducting an in-depth evaluation of the process of programme development and implementation. Research findings identify adaptations of intervention delivery that could improve its effectiveness and translatabil
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Sandner, Malte [Verfasser]. "Economic evaluation of an early childhood intervention and a student mentoring program / Malte Sandner." Hannover : Technische Informationsbibliothek und Universitätsbibliothek Hannover (TIB), 2013. http://d-nb.info/1049207610/34.

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Matthews, Elizabeth Nicole. "Analysis of an Early Intervention Reading Program for First Grade Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/396.

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Poor early literacy performance in public elementary schools has been a concern for many years. To that end, the purpose of this study was to examine an Early Intervention Program (EIP) in a public school. First grade students at the participating elementary school struggled with reading skills and were not meeting the grade standards of the local school district. In order to remedy this problem, the school implemented early support to provide struggling students with specific and targeted small group reading instruction. This quantitative program evaluation was intended to explore the effect
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Webb, Lindsey, and Michelle Johnson. "Determining the Validity and Reliability of a Preschool Nutrition Knowledge, Beliefs, and Behaviors Scale through a 6 Week Nutrition Intervention." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/141.

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Enrollment of preschool aged children in childcare centers has risen drastically in the last few decades, and continues to rise. This presents a great opportunity for childcare providers to administer nutrition information to children during this optimal learning phase of their life, because information learned during this phase will influence a child’s behaviors and beliefs towards food for the rest of their life. Even with this opportunity, research has shown that many facilities are not including nutrition information in their curriculum. Barriers are often cost, training, and staffing. T
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Books on the topic "Early childhood intervention programs"

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author, Hall-Kenyon Kendra, and Black, Sharon (Sharon J.), author, eds. Systematic and engaging early literacy: Instruction and intervention. Plural Publishing, Inc., 2013.

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Committee, Connecticut General Assembly Legislative Program Review and Investigations. Birth to Three Program: Early intervention services. The Committee, 1995.

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Texas. Early Childhood Intervention Program., ed. ECI, helping families from the beginning: The Texas Early Childhood Intervention Program. The Program, 1990.

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Bricker, Diane D. An activity-based approach to early intervention. 2nd ed. P.H. Brookes Pub. Co., 1998.

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Mesh, Scott, and Joanne Loeb. A Practical Guide to Early Childhood Assessment: Conducting Developmental and Psychological Evaluations in the Early Intervention Program. Los Ninos Press, 2003.

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Florida. State Advisory Council on Early Childhood Education. and Florida. Dept. of Education., eds. Florida prekindergarten early intervention program: A report of the availability of prekindergarten programs in each school district and a five year plan for statewide implementation. State of Florida, Dept. of Education, 1988.

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Pelletier, Janette. Schoolreadiness for diverse families: A unique, school-based preschool intervention program involving parents. Institute of Child Study, OISE/UT, 2002.

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Brambring, Michael, Hellgard Rauh, and Andreas Beelmann, eds. Early Childhood Intervention. DE GRUYTER, 1996. http://dx.doi.org/10.1515/9783110814262.

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Education, United States Congress House Committee on Education and Labor Subcommittee on Select. Hearings on reauthorization of the early intervention and preschool programs under the Individuals With Disabilities Education Act: Hearings before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, first session, hearings held in Washington, DC, April 11 and 12, 1991. U.S. G.P.O., 1991.

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McCarney, Stephen B. Early childhood behavior intervention manual. Hawthorne, 1991.

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Book chapters on the topic "Early childhood intervention programs"

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Balton, Sadna, and Shakila Dada. "Early childhood intervention programs in under-resourced communities." In Inclusion and Diversity. Routledge India, 2023. http://dx.doi.org/10.4324/9781003379034-18.

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Jones, Stephanie, Dana Charles McCoy, and Lauren Hay. "Classroom-based Early Childhood Interventions." In The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118937334.ch11.

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Rahman, Andaleeb, and Prabhu Pingali. "Early Life Interventions for Intergenerational Prosperity." In The Future of India's Social Safety Nets. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50747-2_6.

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AbstractInvesting in early childhood development is paramount to building development resilience. Children born to poor parents are less likely to be well nourished, finish school, earn less, and live in poverty, and give birth to malnourished children. Early life interventions—in utero, and in childhood—therefore provide a suitable window of opportunity to stem disparities in human development and intergenerational persistence of poverty. Through a range of programs with multiple scope—institutional birth delivery, nutritional assistance for pregnant and lactating mothers, and reducing classr
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Karabag, Kezban, and Zerrin Orbak. "Developmental and Behavioral Screening." In Newborn and Childhood Screening Programmes. Nobel Tip Kitabevleri, 2024. http://dx.doi.org/10.69860/nobel.9786053358961.11.

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Developmental and behavioral screenings are crucial in pediatric care for the detection and intervention of developmental and behavioral issues in early years. American Academy of Pediatrics (AAP) offers guidelines for healthcare providers to screen and evaluate children, stressing the integration of developmental and behavioral surveillance into routine pediatric care. When screenings indicate potential risks, children should immediately undergo comprehensive developmental and medical assessments and be enrolled in early intervention programs without waiting for the results. By early diagnosi
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Alnemary, Fahad, Haifa Alroqi, Nahla Dashash, et al. "Faseeh Initiative: Redefining Early Language Development, Technology, and Sustainability for Lasting Change in Saudi Arabia." In Proceedings in Technology Transfer. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-8588-9_28.

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Abstract In Saudi Arabia, early childhood care and education services are expanding under Vision 2030, yet language development remains underemphasized. Faseeh, a social initiative, addresses this gap through a 15-month program targeting infants and toddlers. Key initiatives include awareness campaigns, practitioner training, free screening, and intervention services, and policy-informing research. This paper focuses on two pivotal programs leveraging technology and social media. The first, an awareness and training program, disseminates monthly lectures, articles, and videos tailored for fami
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Beamish, Wendi, Stephen Hay, and Mantak Yuen. "Recommended Early Childhood Intervention Services and Programs for the Asia–Pacific: A Comparative Overview." In Advancing Inclusive and Special Education in the Asia-Pacific. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-5662-2_10.

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Donelan-McCall, Nancy. "Parenting and Home Visiting Interventions." In The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118937334.ch14.

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Yildirim, Elif, and Huseyin Tan. "Newborn Screening for Spinal Muscular Atrophy." In Newborn and Childhood Screening Programmes. Nobel Tip Kitabevleri, 2024. http://dx.doi.org/10.69860/nobel.9786053358961.7.

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Spinal muscular atrophy (SMA) is a progressive neuromuscular disorder caused by the loss of motor neurons, leading to muscle weakness and atrophy. It has a global incidence of approximately 1 in 6,000 to 11,000 live births and is a significant hereditary cause of infant mortality. SMA is classified into five subtypes based on the age and maximal degree of function. These subtypes are; type 0 (the most severe form), type 1 (Werdnig-Hoffmann disease), type 2 (Dubowitz disease), type 3 (Kugelberg-Welander disease), and type 4 (adult form, the mildest form). The disease is caused by mutations in t
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Gibson, Chris L., Abigail A. Fagan, and Molly Buchanan. "Early Childhood Intervention." In Preventing Crime and Violence. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44124-5_10.

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Little, Cathy. "Early Intervention." In Inclusive Education in Schools and Early Childhood Settings. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2541-4_12.

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Conference papers on the topic "Early childhood intervention programs"

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Rektina, Andra. "EXPLORING EARLY CHILDHOOD INTERVENTION IN PORTUGAL: AN EMPIRICAL STUDY OF FAMILY-CENTERED AND TRANSDISCIPLINARY APPROACHES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1514.

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Rektina, Andra. "EXPLORING EARLY CHILDHOOD INTERVENTION IN ITALY: AN EMPIRICAL STUDY OF FAMILY-CENTERED AND TRANSDISCIPLINARY APPROACHES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1017.

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Park, Yong Joon. "PRE-SERVICE TEACHERS OF EARLY CHILDHOOD EDUCATION'S PERSPECTIVES OF USING MUSIC WITH AMERICAN SIGN LANGUAGE (ASL) ​AND/OR MUSICAL INSTRUMENT(S) AS AN INTERVENTION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0197.

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Castro-Martos, María, and María Martín-Peciña. "HOW DO EARLY CHILDHOOD STUDENTS BUILD THEIR VISION OF SCIENCE? THE IMPACT OF AN EDUCATIONAL INTERVENTION TO APPROACH SCIENCE AS A DIVERSE AND ACCESSIBLE FIELD." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1757.

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Jaswandi, Lathiffida Noor, and Farida Kurniawati. "Acceptance of Children with Special Needs in Early Childhood Inclusive Education Programs." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.52.

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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services fo
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Kadusi, Ayala. "An Educational Intervention Program Developing Cognitive Skills In Early Childhood." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.13.

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Maksimović, Jasna M., and Jelena Josipović. "RESEARCH APPROACHES TO THE STUDY OF INCLUSION AT AN EARLY PRESCHOOL AGE." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.07jm.

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In order to draw attention to the most significant issues related to the development of preschool inclusive education in Serbia, this paper considers the problems of early childhood inclusion from the scientific and research perspective. The paper discusses the theoretical and problem-based approach to research and investigation of early childhood inclusion. The analysis includes papers published in national journals of pedagogy or in conference proceedings after the introduction of inclusive education in our country (from 2009 to present). The results of the research show that the authors hav
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Pujangkara, Ajeng Ayu Titah, Harsono Salimo, and Eti Poncorini Pamungkasari. "Biological and Social-Economic Determinants of Child Development: A Path Analysis Evidence from Surabaya, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.107.

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ABSTRACT Background: Previous study reported that numerous nutritional-related interventions have been shown to improve health aspect for young children. However, social and economic factors also played an indirect role to their nutritional and health fulfillment. The purpose of this study was to examine biological and social-economic determinants of child development using path analysis model. Subjects and Method: This was an analytic observational study with a cross-sectional design. The study was carried out at early childhood education programs (PAUD) in Wonokromo Sub-district, Surabaya, E
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Wulan, Dwi, Winda Sari, and Anita Yus. "Video Analysis of Project Learning Models in Early Childhood Education Programs by Prospective Teacher Early Childhood." In Proceedings of the 2nd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR, December 17th,2019, Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-12-2019.2296026.

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Reports on the topic "Early childhood intervention programs"

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Deutsch, Ruthanne. How Early Childhood Interventions Can Reduce Inequality: An Overview of Recent Findings. Inter-American Development Bank, 1998. http://dx.doi.org/10.18235/0011576.

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Early Childhood Interventions (ECI) are ideally designed to achieve a series of mutually reinforcing objectives with the overarching goal of helping to improve equality of opportunity for children in poverty. In this discussion the authors analize programs targeted to overcome some or all of the cognitive, emotional, and resource limitations that may characterize the environments of disadvantaged children during the first several years of life. Section II of this paper presents a review of findings that attempt to measure the short-term or immediate benefits of early childhood interventions. S
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Mateo-Berganza Díaz, María Mercedes, Emma Näslund-Hadley, Margarita Cabra, and Laura Felizia Vélez Medina. Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004877.

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In this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mother
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López Bóo, Florencia, and Helen Baker-Henningham. Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0011115.

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This report reviews the effectiveness of early childhood stimulation interventions in developing countries. The report aims to answer the questions: What works in terms of early stimulation for young children in developing countries? For whom and under what conditions do these programs work and why do they work.
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Dale, Naomi, Aneesa Khan, and Sophie Dale. Early intervention for vision and neurodevelopment in infants and very young children with visual impairment: a systematicreview. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.8.0080.

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Review question / Objective: Research question - What is the effectiveness of Early Childhood Intervention (ECI) in the first 3 years of life? Population (P) Infants and very young children with diagnosed visual impairment. Intervention (I) ECI programmes that includes vision and developmental stimulation, play, learning and responsive parenting Comparison (C) Standard care or control Outcomes (O) Primary: Vision function or and/or neurodevelopment and/or parent-child interaction outcomes Secondary: Parental context factors eg parental wellbeing and mental health, parental satisfaction with se
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Wills, Gabrielle, Janeli Kotzé, and Jesal Kika-Mistry. A Sector Hanging in the Balance: Early Childhood Development and Lockdown in South Africa. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/055.

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New evidence suggests that over four months after the closure of early childhood development (ECD) programmes on 18 March 2020, the ECD sector was likely to be operating at less than a quarter of its pre-lockdown levels. Of the 38 percent of respondents from the new NIDS-CRAM survey reporting that children aged 0-6 in their households had attended ECD programmes before the lockdown in March, only 12 percent indicated that children had returned to these programmes by mid-July, well after programmes were allowed to reopen. Using these findings, we estimate that just 13 percent of children aged 0
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Namen, Olga, Emma Näslund-Hadley, and María Loreto Biehl. Improving Early Childhood Development Outcomes in Times of COVID-19: Experimental Evidence on Parental Networks and SMS Messages. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003913.

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This paper presents novel evidence of an intervention to foster preschool students cognitive skills during COVID-19 pandemic. We conducted a policy experiment that provided preschool student parents with a SMS text message program to support student learning at home. Taking advantage of existing parent networks, we study the direct effect of being selected to receive the SMS text messages, and the spillovers of being part of a parent network. We show that after 15 weeks of intervention, SMS text messages increase student cognitive skills by 0.11 to 0.12 standard deviations. The effect is drive
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Baker-Henningham, Helen, Francis Taja, and Marsha Bowers. A Mixed-method Feasibility Trial of an Early Childhood, Violence Prevention, Parenting Program Integrated into Preschool Provision in Jamaica. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013518.

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We adapted a violence-prevention, parenting program (the Irie Homes Toolbox, or IHT) for integration into Jamaican preschool services. The adapted IHT was evaluated in a mixed-method feasibility trial in Kingston, Jamaica. Twenty-four preschools were randomly assigned to intervention (n12) or wait-list control (n12). Ten caregivers per school were recruited (n240, n120/group). The program consisted of eleven 1-hour parenting sessions delivered by a preschool teacher with groups of ten caregivers of children aged 2-6 years. In the impact evaluation, the primary outcome was caregivers' use of vi
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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts o
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop
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Abrigo, Michael R. M., Connie Bayudan-Dacuycuy, Aubrey Tabuga, Lora Kryz Baje, Carlos Cabaero, and Zhandra Tam. Situation Analysis of ECCD-F1KD Initiatives in Selected UNICEF-KOICA Provinces. Philippine Institute for Development Studies, 2019. https://doi.org/10.62986/dp2019.31.

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This integrative report draws together the key findings from the situation analyses concerning early childhood care and development (ECCD) for the first 1000 days (F1KD) of children in three UNICEF-KOICA areas, namely, Northern Samar, Western Samar, and Zamboanga del Norte. The key objective is to examine the contextual factors that influence the delivery of ECCD-F1KD efforts in these areas. The discussion is partitioned into three key themes: policy and governance, the delivery ECCD-F1KD programs and services, and the nurturing care practices of parents and caregivers. The analyses implemente
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