Mental Health and Social Development Effects of the Abecedarian Approach

被引：2

作者：

Sparling, Joseph ^{[1
,2
]}

Ramey, Sharon Landesman ^{[3
,4
,5
,6
]}

Ramey, Craig T. ^{[3
,4
,5
,6
]}

机构：

[1] Univ N Carolina, Frank Porter Graham Child Dev Inst, Chapel Hill, NC 27599 USA

[2] Univ Melbourne, Melbourne Grad Sch Educ, Parkville, Vic 3010, Australia

[3] Virginia Tech, Fralin Biomed Res Inst, Roanoke, VA 24016 USA

[4] Virginia Tech, Dept Psychol, Roanoke, VA 24016 USA

[5] Virginia Tech, Dept Neurosci, Roanoke, VA 24016 USA

[6] Virginia Tech, Dept Human Dev, Roanoke, VA 24016 USA

来源：

INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH | 2021年 / 18卷 / 13期

关键词：

Abecedarian; mental health; social development; language development; equity; LOW-BIRTH-WEIGHT; EARLY INTERVENTION; PREMATURE-INFANTS; ACADEMIC-ACHIEVEMENT; DAY-CARE; PARTICIPATION; CHILDREN; EXPERIENCE; BEHAVIORS; 1ST;

D O I：

10.3390/ijerph18136997

中图分类号：

X [环境科学、安全科学];

学科分类号：

08 ; 0830 ;

摘要：

The Abecedarian Approach is an early intervention and contains a broad-spectrum adult/child curriculum. The Approach has been studied in three longitudinal randomized controlled trials in the USA, starting in 1972 and continuing today. Recent research studies in multiple countries have examined the Abecedarian Approach during the first three years of life. The collective findings from these studies lead to the conclusion that human development is malleable, especially in the years before school entry, and that high-quality early intervention exerts positive, early, and long-lasting influences on human development, including social development and mental health.

引用

页数：10

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