Year 3 follow-up of the 'Quality Preschool for Ghana' interventions on child development.

摘要: Governments around the world are increasing investments in early childhood education as a way to promote children's learning and development. As research grows on longer-term effects of educational programs, some have hypothesized that sustained impacts may depend quality subsequent classroom environments be more likely occur certain nonacademic domains. This study is first examine these questions sub-Saharan Africa, using longitudinal data from school-randomized trial Ghana. A 1-year teacher-training coaching program, delivered with (TTPA) without (TT) parental-awareness meetings, was implemented when children were enrolled 1 2 grades preprimary school. Previous studies showed Year 1, implementation year, TT treatment had positive literacy, numeracy, social-emotional development, while TTPA yielded no for both grades. In this study, I 3, at end 1st or 2nd year primary find persistent new negative but levels emotional support teacher burnout addition, there small treatments executive function, not conditional environments. (PsycINFO Database Record (c) 2019 APA, all rights reserved).