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Publication Details
AFRICAN RESEARCH NEXUS
SHINING A SPOTLIGHT ON AFRICAN RESEARCH
psychology
Effects of a preschool intervention on cognitive development among East-African preschool children: A flexibly time-coded growth model
Early Childhood Research Quarterly, Volume 26, No. 1, Year 2011
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Description
The aim of the study is to investigate the effects of the Madrasa Resource Center (MRC), a child-centered intervention program, on East-African (Kenya, Zanzibar, and Uganda) preschool children's cognitive development. Altogether 321 children (153 non-intervention and 168 intervention) participated in a cross-sequential study over three time-points during preschool (mean ages 4.3, 6.0, and 7.1 years). A multilevel model (MLM; time-points nested within children nested within schools), in which time was coded flexibly (i.e., child's age operationalized as months from start of the intervention), showed a beneficial curvilinear effect of the intervention program on children's cognitive gains. A moderation analysis suggested that the effect of observed preschool quality (ECERS) was stronger in the intervention program. The findings are discussed within the context of East-African preschool policy. © 2010 Elsevier Inc.
Authors & Co-Authors
Malmberg, Lars Erik
United Kingdom, Oxford
University of Oxford
Mwaura, Peter A.M.
Kenya
Madrasa Regional Research Programme
Sylva, Kathy
United Kingdom, Oxford
University of Oxford
Statistics
Citations: 80
Authors: 3
Affiliations: 2
Identifiers
Doi:
10.1016/j.ecresq.2010.04.003
ISSN:
08852006
Research Areas
Health System And Policy
Maternal And Child Health
Study Design
Randomised Control Trial
Study Locations
Kenya
Uganda