Bosch NKG6... User Manual download pdf (Page 211)

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211

developmental progress. Any literature review is inevitably selective. A number of

eligibility criteria were therefore defined: In order to qualify, studies had to have been

published after 1990, and have well-defined average- to large-scale samples. The

research method had to have been specified in detail so that the validity of the results

could be evaluated. And there had to have been a control group that either received

no preschool education or had been assigned to another kind of programme so that

the effectiveness of different interventions could be compared.

Outcomes

Although it seems plausible to assume that an earlier age at entry and a longer pro-

gramme duration have more distinct effects on the development of children than a

later age at entry and shorter duration, my review is not conclusive in this regard. The

ideal intensity of programmes, on the other hand, seems to depend on the age of the

children served. During the first year of life, lots of time spent in any kind of childcare

can be related to a problematic subsequent development (irrespective of the child-

care’s quality), while more intense care and education in the later years does not ap-

pear to be harmful in the majority of cases. Moreover, the present review allows for

the conclusion that the quality of programmes and intense parent participation might

be the most important factors for a beneficial development. Whether or not children

will develop successfully depends to a large extent on the quality of their experiences

in early childhood. Hence the quality of early experiences appears to play a more

pivotal role than the beginning, intensity, or duration of a programme.

Literatur

Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school

outcomes. The Future of Children, 5(3), 25-50.

Belsky, J. (2006). Early child care and early child development: Major findings of the NICHD

study of early child care. European Journal of Developmental Psychology, 3(1), 95-110.

Caille, J.-P. (2001). Scolarisation à 2 ans et réussite de la carrière scolaire au début de

l'école élémentaire. Éducation & formations, 60, 7-18.

Cryan, J. R., Sheehan, R., Wiechel, J., & Bandy-Hedden, I. G. (1992). Success outcomes of

full-day kindergarten: More positive behavior and increased achievement in the years af-

ter. Early Childhood Research Quarterly, 7, 187-203.

Driessen, G. W. J. M. (2004). A large-scale longitudinal study of the utilization and effects of

early childhood education and care in the Netherlands. Early Child Development and

Care, 174(7-8), 667-689.

EPPE. (2008). Influences on children's attainment and progress in key stage 2: Cognitive

outcomes in year 6 (Research report DCSF-RR048). London: Department for Children,

Schools and Families.

Landvoigt, T., Muehler, G., & Pfeiffer, F. (2007). Duration and intensity of kindergarten atten-

dance and secondary school track choice (Discussion paper No. 07-051). Mannheim:

Zentrum für Europäische Wirtschaftsforschung.

Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American

Psychologist, 53(2), 109-120.

UNESCO. (2007). Strong foundations: Early childhood care and education. Paris: UNESCO.

UNICEF. (2008). The child care transition. A league table of early childhood education and

care in economically advanced countries (report card 8). Florence: UNICEF innocenti re-

search centre.

Votruba-Drzal, E., Li-Grining, C. P., & Maldonado-Carreño, C. (2008). A developmental

perspective on full- versus part-day kindergarten and children's academic trajectories

through fifth grade. Child Development, 79(4), 957-978.

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