Complementarities between Early Educational Intervention and Later Educational Quality? A Systematic Review of the Sustaining Environments Hypothesis.

ABSTRACT: The sustaining environments hypothesis refers to the popular idea, stemming from theories in developmental, cognitive, and educational psychology, that the long-term success of early educational interventions is contingent on the quality of the subsequent learning environment. Several studies have investigated whether specific kindergarten classroom and other elementary school factors account for patterns of persistence and fadeout of early educational interventions. These analyses focus on the statistical interaction between an early educational intervention - usually whether the child attended preschool - and several measures of the quality of the subsequent educational environment. The key prediction of the sustaining environments hypothesis is a positive interaction between these two v

SUBMITTER: Bailey DH 

PROVIDER: S-EPMC9481065 | biostudies-literature | 2020 Jun

REPOSITORIES: biostudies-literature