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    dc.contributor.authorEthiopian School Readiness Initiatives-
    dc.date.accessioned2022-03-21T08:38:00Z-
    dc.date.available2022-03-21T08:38:00Z-
    dc.date.issued2020-
    dc.identifier.urihttp://ecde.aau.edu.et/jspui/handle/123456789/468-
    dc.descriptionUsing a cluster-sampling design, 150 preschool children who received the basic preschool curriculum (non-intervention) were compared to 100 randomly selected children who received a comprehensive preschool curriculum (intervention) in five domains to see how a comprehensive preschool intervention affected children's psychological, cognitive, and behavioral school readiness. Intervention children had higher domain scores on social competence, emotional maturity, communication, and general knowledge, according to the study.en_US
    dc.description.abstractThe study's objective was to see how a comprehensive preschool intervention affected children's psychological, cognitive, and behavioral school readiness in Addis Ababa, Ethiopia.en_US
    dc.description.sponsorshipEthiopian School Readiness Initiativeen_US
    dc.language.isoenen_US
    dc.publisherEthiopian School Readiness Initiativesen_US
    dc.subjectResearch Reporten_US
    dc.titleEpidemiological study of a developmentally and culturally sensitive preschool intervention to improve school readiness of children in Addis Ababa, Ethiopiaen_US
    dc.typeWorking Paperen_US
    Appears in Collections:Research report/ journal article, book/ proceeding chapter,

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