Centre-based early education interventions for improving school readiness: A systematic review

Area of Science:

• Child Development
• Educational Psychology
• Public Health Interventions

Background:

• School readiness is crucial for children's long-term academic and life success.
• Developmental differences at school entry can disadvantage children, impacting future outcomes.
• Centre-based interventions aim to enhance academic and psychosocial skills for school entry.

Purpose of the Study:

• To evaluate the effectiveness of centre-based interventions for improving school readiness in preschool children.
• To synthesize evidence from randomized controlled trials (RCTs) and quasi-RCTs.

Main Methods:

• Searched multiple databases (CENTRAL, MEDLINE, Embase, ERIC, PsycINFO) and trials registers in October 2021.
• Included RCTs and quasi-RCTs comparing centre-based interventions to no intervention or treatment as usual (TAU).
• Assessed certainty of evidence using GRADE, with primary outcomes of school readiness and adverse effects.

Main Results:

• Very low to moderate certainty evidence suggests centre-based interventions have little to no difference compared to no intervention or TAU.
• Cognitive development showed minimal differences; social skills were largely unchanged in comparisons.
• Health development may be improved in some aspects (e.g., health checks), but data on school readiness and adverse effects were limited or uncertain.

Conclusions:

• Current evidence indicates minimal impact of centre-based interventions on school readiness outcomes up to one year.
• Significant limitations include risk of bias, small sample sizes, and heterogeneity in included studies.
• Further research outside the USA, focusing on relevant outcomes, is essential to refine these interventions.