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Early intervention: why, for whom, how, and at what cost?
C T Ramey1, D M Bryant, T M Suarez
1Frank Porter Graham Child Development Center, University of North Carolina, Chapel Hill.
Clinics in Perinatology
|March 1, 1990
Summary
Early educational interventions aim to improve development in disadvantaged young children. This review examines the evidence and suggests policy and research actions for early intervention programs.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Public Health Policy
Background:
- Human development interventions aim to enhance functioning or prevent adverse conditions.
- The United States has prioritized early intervention for socio-economically, educationally, or physically disadvantaged young children over the past two decades.
Purpose of the Study:
- To summarize the existing knowledge base on early educational interventions.
- To provide recommendations for public policy and future research in early intervention.
Main Methods:
- Literature review and synthesis of research on early educational interventions.
- Analysis of policy implications and research needs.
Main Results:
- The review consolidates current understanding of early intervention effectiveness.
- Identifies gaps and areas for future research and policy development.
Conclusions:
- Early educational interventions are a critical component of supporting disadvantaged children.
- Policy and research efforts should be aligned to maximize the impact of early intervention programs.