Potential of 'stacking' early childhood interventions to reduce inequities in learning outcomes. Issue 12 (5th October 2019)

• Record Type: Journal Article
• Authors: Molloy, Carly; O'Connor, Meredith; Guo, Shuaijun; Lin, Colleen; Harrop, Christopher; Perini, Nicholas; Goldfeld, Sharon
• Is Part Of: Journal of epidemiology and community health. Volume 73:Issue 12(2019)
• Page Start: 1078
• Page End: 1086
• Publication Date: 2019-10-05
• Subjects: child development -- cumulative risk -- socioeconomic disadvantage -- early childhood interventions -- child inequities -- cumulative benefit; Public health -- Periodicals; Epidemiology -- Periodicals; 614.4
• DOI: 10.1136/jech-2019-212282
• Languages: English
• ISSNs: 0143-005X

Abstract

Abstract : Background: Early childhood interventions are critical for reducing child health and development inequities. While most research focuses on the efficacy of single interventions, combining multiple evidence-based strategies over the early years of a child's life may yield greater impact. This study examined the association between exposure to a combination of five evidence-based services from 0 to 5 years on children's reading at 8–9 years. Methods: Data from the nationally representative birth cohort (n=5107) of the Longitudinal Study of Australian Children were utilised. Risk and exposure measures across five services from 0 to 5 years were assessed: antenatal care, nurse home-visiting, early childhood education and care, parenting programme and the early years of school. Children's reading at 8–9 years was measured using a standardised direct assessment. Linear regression analyses examined the cumulative effect of five services on reading. Interaction terms were examined to determine if the relationship differed as a function of level of disadvantage. Results: A cumulative benefit effect of participation in more services and a cumulative risk effect when exposed to more risks was found. Each additional service that the child attended was associated with an increase in reading scores (b=9.16, 95% CI=5.58 to 12.75). Conversely, each additional risk that the child was exposed to was associated with a decrease in reading skills (b=−14.03, 95% CI=−16.61 to −11.44). Effects were similar for disadvantaged and non-disadvantaged children. Conclusion: This study supports the potential value of 'stacking' early interventions across the early years of a child's life to maximise impacts on child outcomes.