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The problem
Intervention: Responsive caregiving and learning opportunities provided in the home environment during pre-school ages (2-4 years)
Who it was tested with: Children in two birth cohorts: 632 from Brazil (1993 Pelotas cohort) and 1,130 from South Africa (Birth to Twenty Plus cohort), followed from early childhood to adolescence.
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"We used linear models with interaction terms between cumulative adversities, and responsive caregiving and learning opportunities, to predict adolescent human capital." This quasi-experimental approach with longitudinal data and interaction terms allows assessment of whether home environment moderates the effect of early adversities on later development, though causal inference remains limited by lack of randomization.
Home environment was measured at only one time point, so dose-response and timing effects cannot be determined. The effects of learning opportunities on IQ were not significant in the South African cohort, suggesting context-dependency. Data on fidelity of implementation or quality variation within measured constructs were not reported.
Across countries and designs
1 study · 2 countries
