Although it is generally believed that early intervention programmes are an effective
means to stimulate children’s cognitive development, many questions remain
concerning programme design and delivery. This article reviews 19 studies into the
effectiveness of early intervention programmes published from 1985 onward. The
database comprised 85 different outcomes or effect sizes (71 in the cognitive
domain, 14 in the socioemotional domain). The overall effect size estimate was
d 1/40.32 (SE 1/4 0.05) in the cognitive domain, and d
1/4 0.05 (SE 1/4 0.02) in the socioemotional domain. Effect sizes were
found to depend on delivery mode. Centre-based interventions and interventions
following the combined home- and centre-based delivery mode produced greater effect
sizes than did home-based programmes in the cognitive domain, but not in the
socioemotional domain. The programme inclusion of coaching of parenting skills was
also positively related to outcomes in the cognitive domain. Several other programme
characteristics, including age of onset, programme length and intensity,
continuation after kindergarten, and the inclusion of social or economic support,
appeared not to be uniquely related to outcomes.
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