학술논문
A randomized, controlled evaluation of early intervention: the Born to Learn curriculum.
Document Type
Article
Author
Source
Subject
*CURRICULUM
*EARLY intervention (Education)
*CURRICULUM evaluation
*INFANT development
*HOME visits (Education)
*COGNITIVE development
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*
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Language
ISSN
0305-1862
Abstract
Background This study addressed the need for studies of the efficacy of the Born to Learn (BTL) curriculum. Methods Based on random assignment, 227 families of infants received the BTL curriculum conducted in monthly home visits, and 237 families received general child development education only. Results The BTL curriculum resulted in higher mastery motivation (task competence) at 36 months (P < 0.05) and greater effects for children from low (P < 0.01) versus high socio-economic status on mastery motivation and cognitive development at 24 months. No effects were found on a wide range of other developmental outcomes. Conclusion Future studies should document the BTL curriculum effectiveness in diverse settings and samples. [ABSTRACT FROM AUTHOR]