Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later

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dc.authoridSunar, Diane/0000-0001-8854-6371|Baydar, Nazli/0000-0001-6793-7402|Cemalcilar, Zeynep/0000-0002-0886-7982
dc.authorwosidSunar, Diane/AAP-3062-2021
dc.authorwosidBaydar, Nazli/P-1410-2016
dc.contributor.authorKagitcibasi, Cigdem
dc.contributor.authorSunar, Diane
dc.contributor.authorBekman, Sevda
dc.contributor.authorBaydar, Nazli
dc.contributor.authorCemalcilar, Zeynep
dc.date.accessioned2024-07-18T20:42:29Z
dc.date.available2024-07-18T20:42:29Z
dc.date.issued2009
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractLong-term Studies of early intervention, spanning over decades, are scarce in the United States and nonexistent in the rest of the world. The Turkish Early Enrichment Project (TEEP) is the only non-U.S. example to date. This paper reports a new follow-up assessment of the long-term outcomes of TEEP, an intervention carried out in 1983-1985 with 4-6 year old children from deprived backgrounds (previous evaluations were carried out at the completion of the intervention and seven years later). Findings from 131 of the original 255 participants indicate more favorable outcomes for children who received either mother training or educational preschool, or both, compared to those who had neither, in terms of educational attainment. occupational status, age of beginning gainful employment, and some indicators of integration into modern urban life, such as owning a computer. Further analyses of the intervention effects on the complete post-intervention developmental trajectories indicated that children whose cognitive deficits prior to the intervention were mild to moderate but not severe benefited from early enrichment. Thus, a majority of the children who received early enrichment had more favorable trajectories of development into young adulthood in the cognitive/achievement and social developmental domains than comparable children who did not receive enrichment. (C) 2009 Elsevier Inc. Ail rights reserved.en_US
dc.identifier.doi10.1016/j.appdev.2009.05.003
dc.identifier.endpage779en_US
dc.identifier.issn0193-3973
dc.identifier.issn1873-7900
dc.identifier.issue6en_US
dc.identifier.scopus2-s2.0-70350752580en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage764en_US
dc.identifier.urihttps://doi.org/10.1016/j.appdev.2009.05.003
dc.identifier.urihttps://hdl.handle.net/11411/7289
dc.identifier.volume30en_US
dc.identifier.wosWOS:000272779500009en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherElsevier Science Incen_US
dc.relation.ispartofJournal of Applied Developmental Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEarly Enrichmenten_US
dc.subjectPreschool Educationen_US
dc.subjectMother Trainingen_US
dc.subjectLong-Term Effectsen_US
dc.subjectEarly Childhood İnterventionen_US
dc.subjectEarly-Childhood Interventionen_US
dc.subjectUnited-Statesen_US
dc.subjectIncomeen_US
dc.subjectHomeen_US
dc.subjectChildrenen_US
dc.subjectProgramen_US
dc.subjectSchoolen_US
dc.titleContinuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later
dc.typeArticle

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