Child-Focused Interventions to Promote the Academic and Social-Behavioral Competence of Rural Preschool Children: A Meta-Analysis
Saved in:
| Title: | Child-Focused Interventions to Promote the Academic and Social-Behavioral Competence of Rural Preschool Children: A Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Tyler E. Smith (ORCID |
| Source: | School Psychology Review. 2025 54(3):299-314. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305C190014 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Preschool Children, Intervention, Child Development, Social Emotional Learning, Cognitive Development, Young Children, Individual Characteristics, Rural Areas |
| DOI: | 10.1080/2372966X.2024.2399499 |
| ISSN: | 0279-6015 2372-966X |
| Abstract: | Interventions targeting young children's development may be uniquely impactful in rural areas where resources may be sparse. Following an expansive review of the literature of over 2,200 potential studies, this meta-analysis synthesized the impacts of child-focused interventions implemented within rural settings on key preschool developmental outcomes across 14 experimental/quasi-experimental studies and 90 effects. Random effects models with robust variance estimation revealed that interventions had a significant and moderate impact across child developmental outcomes ([delta] = 0.44) and for both academic/cognitive ([delta] = 0.52) and social-behavioral competence ([delta] = 0.34). Additionally, moderation analyses indicated results to be more pronounced for preschool students of color and students enrolled in Head Start, although findings should be considered in relation to the small sample of included studies. Multicomponent interventions and interventions employing family engagement were also found to significantly contribute to preschool developmental outcomes. Practical implications, study limitations, and future directions are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1496245 |
| Database: | ERIC |
| Abstract: | Interventions targeting young children's development may be uniquely impactful in rural areas where resources may be sparse. Following an expansive review of the literature of over 2,200 potential studies, this meta-analysis synthesized the impacts of child-focused interventions implemented within rural settings on key preschool developmental outcomes across 14 experimental/quasi-experimental studies and 90 effects. Random effects models with robust variance estimation revealed that interventions had a significant and moderate impact across child developmental outcomes ([delta] = 0.44) and for both academic/cognitive ([delta] = 0.52) and social-behavioral competence ([delta] = 0.34). Additionally, moderation analyses indicated results to be more pronounced for preschool students of color and students enrolled in Head Start, although findings should be considered in relation to the small sample of included studies. Multicomponent interventions and interventions employing family engagement were also found to significantly contribute to preschool developmental outcomes. Practical implications, study limitations, and future directions are discussed. |
|---|---|
| ISSN: | 0279-6015 2372-966X |
| DOI: | 10.1080/2372966X.2024.2399499 |
