The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children.

ABSTRACT:

Background

Three to seven percent of pre-schoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care (ECEC) improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if such effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders.

Methods

We used data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2009, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psy

SUBMITTER: Biele G 

PROVIDER: S-EPMC8876084 | biostudies-literature | 2022 Feb

REPOSITORIES: biostudies-literature