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Early Childhood Education Intervention Programs in the Netherlands: Still Searching for Empirical Evidence

Radboud University Nijmegen, PO Box 9102, 6500 HC Nijmegen, The Netherlands
Educ. Sci. 2018, 8(1), 3; https://doi.org/10.3390/educsci8010003
Received: 8 October 2017 / Revised: 22 November 2017 / Accepted: 28 December 2017 / Published: 30 December 2017
(This article belongs to the Special Issue Shrinking Opportunity and Achievement Gaps)
Early childhood education (ECE) intervention programs nowadays are the core of the educational disadvantage policy in the Netherlands. They offer institutional compensatory activities to young children who lack educational stimulation in the home environment. Target groups mainly comprise children from deprived socioeconomic backgrounds and of immigrant origin. ECE is confronted with several bottlenecks, including the definition of the target groups, the quality of ECE staff, and the ECE programs. Most important is the controversy surrounding the empirical evidence of effects of ECE provisions. This article presents a description of state-of-the-art Dutch ECE, with special attention to recent Dutch studies on the effectiveness of ECE programs. View Full-Text
Keywords: early childhood education; intervention programs; educational disadvantage policy; effectiveness; evidence; The Netherlands early childhood education; intervention programs; educational disadvantage policy; effectiveness; evidence; The Netherlands
MDPI and ACS Style

Driessen, G. Early Childhood Education Intervention Programs in the Netherlands: Still Searching for Empirical Evidence. Educ. Sci. 2018, 8, 3. https://doi.org/10.3390/educsci8010003

AMA Style

Driessen G. Early Childhood Education Intervention Programs in the Netherlands: Still Searching for Empirical Evidence. Education Sciences. 2018; 8(1):3. https://doi.org/10.3390/educsci8010003

Chicago/Turabian Style

Driessen, Geert. 2018. "Early Childhood Education Intervention Programs in the Netherlands: Still Searching for Empirical Evidence" Education Sciences 8, no. 1: 3. https://doi.org/10.3390/educsci8010003

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