Helen Dargahi, Alireza Monajemi, Akbar Soltani, Hooman Hossein Nejad Nedaie, Ali Labaf
Anchoring Errors in Emergency Medicine Residents and Faculties
Medical journal of the Islamic Republic of Iran
globally children legally obliged attend school certain age ranging 4 7 years old developmental differences rarely considered school entry always reflected teaching learning environment children start school without ready cope may significantly disadvantaged failure school impact directly longterm outcomes unemployment crime adolescent pregnancy psychological physical morbidity adulthood contrast experiencing success school impact positively childs self esteem behaviour attitude future outcomes school readiness interventions aim prepare child academic content education psychosocial competencies considered important learning selfregulation listening following instructions learning share play social settings need evidence effectiveness centrebased school readiness interventions evaluate effectiveness centrebased interventions improving school readiness preschool children october 2021 searched central medline embase eric psycinfo eric eight additional databases three trials registers eligible studies identified handsearches reference lists reports reviews relevant websites included randomised controlled trials rcts quasircts comparing centrebased school readiness interventions intervention waitlist control treatment usual tau children aged three 7 years starting compulsory education primary outcomes school readiness adverse effects used standard methodological procedures expected cochrane used grade assess certainty evidence included data 32 trials involving 16899 children 6590 included least one metaanalysis four studies compared centrebased early education interventions treatment controls twentytwo trials compared enriched school curriculum treatment usual tau children aged 3 7 years old mean age 44 years 517 boys least 70 racialethnic minority group studies conducted usa mainly located areas high socioeconomic deprivation interventions delivered centrebased settings prekindergarten elementary schools least one half day 4 days per week academic year followup ranged 1 year shortterm 12 years mediumterm 2 years longterm judged certainty evidence low moderate across outcome measures downgraded certainty evidence included studies unclear high risk bias due poor reporting imprecision arising small sample sizes wide confidence intervals inconsistency due statistical heterogeneity studies considered low unclear risk selection detection performance attrition selective reporting bias allocation bias high risk 10 studies us federal government funded studies comparison 1 centrebased early education interventions improving school readiness versus interventioncognitive development may little difference cognitive development centrebased early education interventions intervention longterm followup md 328 95 ci 023 634 p 004 2 studies 361 participants low certainty evidence emotional wellbeing social competence may clear difference social skills centrebased early education interventions compared intervention control group shortterm followup smd 011 95 ci 054 033 p 063 3 studies 632 participants low certainty evidence heterogeneity outcome substantial 71 health development narrative analysis single study showed centrebased early education interventions may improve health development outcomes health checks immunisation compliance dental care 1 study 142 participants low certainty evidencenone studies reported school readiness adverse effects physical development comparison 2 centrebased early education interventions improving school readiness versus tauschool readiness evidence uncertain effect centrebased early education interventions compared tau school readiness 1 year postintervention smd 117 95 ci 061 295 p 020 2 studies 374 participants low certainty evidence heterogeneity outcome considerable 95 cognitive development evidence uncertain effect cognitive development centrebased early education interventions tau longterm followup md 934 95 ci 664 2532 p 025 2 studies 136 participants low certainty evidence heterogeneity outcome considerable 92 emotional wellbeing social competence metaanalysis 12 studies demonstrated may little difference social skills centrebased early education interventions tau shortterm followup smd 011 95 ci 005 028 p 019 12 studies 4806 participants low certainty evidence physical development evidence one study showed centrebased early education interventions likely little difference increasing fine motor skills compared tau shortterm followup md 080 95 ci 111 271 1 study 334 participants moderate certainty evidencenone studies measured adverse effects health development found low low moderatecertainty evidence centrebased interventions convey little difference children starting school compared intervention tau 1 year research measuring relevant outcomes conducted outside usa required improve programmes designed meet needs children starting school