Effects of a preschool intervention on cognitive development among East-African preschool children A flexibly time-coded growth model

The aim of the study is to investigate the effects of the Madrasa Resource Center (MRC) a child-centered intervention program on East-African (Kenya Zanzibar and Uganda) preschool children s cognitive development Altogether 321 children (153 non-intervention and 168 intervention) participated in a cross-sequential study over three time-points during preschool (mean ages 4 3 6 0 and 7 1 years) A multilevel model (MLM time-points nested within children nested within schools) in which time was coded flexibly (ie child s age operationalized as months from start of the intervention) showed a beneficial curvilinear effect of the intervention program on children s cognitive gains A moderation analysis suggested that the effect of observed preschool quality (ECERS) was stronger in the intervention program The findings are discussed within the context of East-African preschool policy (C) 2010 Elsevier Inc All rights reserved