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Research
One study reviewed by the WWC investigated the effects of Curiosity Corner in a center-based setting. The study (Chambers, Chamberlain, Hurley, & Slavin, 2001) was a quasi-experimental design that met WWC evidence standards with reservations. The study included 316 three-year-old children at private child care centers and four-year-old children at public schools from four urban, high poverty school districts in New Jersey. More than two-thirds of the children were African-American. The authors compared oral language and cognitive outcomes for children in a Curiosity Corner intervention group with children in a comparison group that used the classroom's standard early childhood curriculum.
Extent of evidence
The WWC categorizes the extent of evidence in each domain as small or medium to large (see the What Works Clearinghouse Extent of Evidence Categorization Scheme). The extent of evidence takes into account the number of studies and the total sample size across the studies that met WWC evidence standards with or without reservations. 4
The WWC considers the extent of evidence for Curiosity Corner to be small for oral language and for cognition. No studies that met WWC evidence standards with or without reservations addressed print knowledge, phonological processing, early reading/writing, or math.
