DOI: https://doi.org/10.7203/relieve.13.2.4204

Educación compensatoria. Efectos perdurables de la temprana implicación paterna (y III: el C.P.C)


Resumen


En este artículo, después de describir brevemente el Programa de educación compensatoria temprana (de 3 a 9 años) llamado Chicago Child-Parent Centers (CPC), se recogen y analizan los estudios de evaluación de dicho programa desde una perspectiva longitudinal –Chicago Longitudinal Study (CLS)-, centrando primeramente la atención en los problemas metodológicos y posteriormente en los resultados de dicho programa tanto a corto como sobre todo a largo plazo, hasta que los destinatarios del programa alcanzan la edad de 24 años. Los estudios prueban que el programa tiene efectos duraderos de tipo educativo (más alto rendimiento y logros educativos) y social (mayor integración social). Posteriormente se analiza a qué elementos del programa son achacables los efectos beneficiosos, que son básicamente el ser temprano y la implicación de los padres en la educación de sus hijos. Se concluye que el programa es altamente rentable, finalizando con las implicaciones educativas que del estudio derivan.

Palabras clave


Implicación paterna; Educación temprana; Educación compensatoria; Child-Parent Centers (CPC); Programa CPC; Estudio longitudinal; Análisis de coste-beneficio; Educación preescolar; Chicago Longitudinal Study (CLS); Educación familiar.

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Referencias


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