The Abecedarian Project and Early Childhood Intervention

I feel that there is a difference between the results found in this controlled study project study and what is found in the regular preschool. The reason behind my argument is unlike the regular preschool, for this controlled study there was an early intervention that determined academic improvement as compared to the regular preschool where intervention was done during the school-age. The controlled study provided long-term support where the children were provided with year-round, full-time childcare unlike the other regular preschool children who had minimal support or in some cases none. The children of the controlled study received individualized attention where there was a high ratio of staff to the student in every stage of the program which most of the regular preschool children lack (Karoly 78). The controlled study children were provided with better privileges than the regular preschool children (Karoly 113). Among these privileges were free diapers, transportation, food, academic and social improvement activities. The regular preschool children lacked some of these privileges and thus creating the difference. Another difference was that the children from the controlled study were brought up in better living conditions thus improving their developmental growth, socially, physically and education wise. For the regular preschool children they grew up in poverty thus had development differences. The controlled study children had a more positive head start in life, unlike preschool children.

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