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

Eduardo López López

doi:10.7203/relieve.13.2.4204

Autores/as

Eduardo López López Universidad Complutense de Madrid

DOI:

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

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.

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.

Citas

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

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