A twenty-five year study published in North Carolina called "the Abecedarian Project", one of the world's oldest and oft-cited early childhood studies, found dramatic potential in working with children as young as 6 weeks of age. The study began in the early 1970s with a question: Could children from poor families with little education be taught from infancy how to succeed in school? The answer came with far more than was expected.

Craig Ramey, the founder of the study stated, "It's possible to fundamentally alter the life course of high risk children if we bring to bear good early childhood education, good family support and good health care."

Day care workers were trained with videos to work with children from four months of age to five years. The program included an introduction to language, math and reading with daily reinforcement by day care workers and parents, and supplemented with good nutrition.

The twenty-five year follow up showed that these children were above their peers starting from grade school, and they were less likely to drop out of high school or have babies and more likely to go to college or work at a skilled job.

The study shows benefits of early childhood education starting from infancy remain throughout the years, while the benefits derived from other programs, where children are older when they begin, wear off as the child becomes older.

Researchers are convinced that if policy makers would spend money on infant early childhood education, many children who wind up out of school, unemployed and in trouble can be saved, can succeed.

Learning begins in infancy. Every child deserves a good start in an environment that is safe, healthy, emotionally supportive, and cognitively stimulating

Major Findings
• Children who participated in the early intervention program had higher cognitive test scores from the toddler years to age 21.

• Academic achievement in both reading and math was higher from the primary grades through young adulthood.

• Intervention children completed more years of education and were more likely to attend a four-year college.

• Intervention children were older, on average, when their first child was born.

• The cognitive and academic benefits from this program are stronger than for most other early childhood programs.

• Enhanced language development appears to have been instrumental in raising cognitive test scores.

• Mothers whose children participated in the program achieved higher educational and employment status than mothers whose children were not in the program. These results were especially pronounced for teen mothers.

ABECEDARIAN PROJECT

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