Social–emotional functioning of intervention infants rose numerically from the high to the very superior range after the programme, which the authors attribute to added parent stimulation¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The intervention group's Social-Emotional Scale scores increased numerically after the intervention, moving performance into the very superior range. → van Eeden 2017
Evidence¶
van Eeden 2017¶
van Eeden, R. & van Vuuren, J., 2017, 'The cognitive processing potential of infants: Exploring the impact of an early childhood development programme', South African Journal of Childhood Education 7(1), a499. https://doi.org/10.4102/sajce.v7i1.499
q2 · i? · causal · r1
Descriptive comparison of BSID (III) composite scores for the intervention group (N = 29) across the two assessments; the article reports "numerical increases on all subscales", clearest on the Cognitive and Social-Emotional Scales. No inferential test on the Social-Emotional Scale is reported.
"There were numerical increases on all subscales for the intervention group after the intervention with scores ranging between 99.27 and 130.63 (Table 1). This was especially clear in the case of the Cognitive Scale and the Social-Emotional Scale."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — outcome: instruction changes it
Related Claims¶
- The Numbers in Nappies programme showed no statistically significant effect on the Language or Motor scales of the BSID (III) — related
- Infants exposed to the Numbers in Nappies programme showed a statistically significant increase on the BSID (III) Cognitive Scale from before to after the intervention — related
- After the intervention, the intervention group scored significantly higher than the control group on the Cognitive Scale, with no between-group differences before the intervention — related
- Social contingency in parent–child interaction supports early language learning, and infants actively elicit higher-quality input through a social feedback loop — related
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