Sustaining Early Childhood Learning Gains: Program, School, and Family InfluencesArthur J. Reynolds, Judy A. Temple How gains from early childhood experiences are initiated, increased, sustained, and affect life-course development are fundamental to science and society. They also have increasing policy relevance, given public investments in early learning programs and the need to measure their effectiveness in promoting well-being. With contributions from leading researchers across many disciplines, this book emphasizes key interventions and practices over the first decade of life and the elements and strategies through which gains can be enhanced by schools, families, communities, and public institutions. Three critical themes are addressed: firstly, the importance of documenting and understanding the impact of investments in early childhood and school-age years. Secondly, increased priority on elements and principles for scaling effective programs and practices to benefit all children. Thirdly, a focus on multiple levels of strategies for sustaining gains and promoting long-term effects, ranging from early care and family engagement to school reform, state, and federal policy. |
Contents
How Quantity Quality | 31 |
Teacher Influences and Program Effectiveness in Early | 52 |
Boosting School Readiness with Preschool Curricula | 74 |
What Can We Learn from StateoftheArt Early | 101 |
Patterns of Experiences across Head Start | 135 |
Quality and Continuity in Young Childrens Educational | 160 |
The ChildParent Center PreschooltoThirdGrade | 182 |
State Policies That Support Childrens Literacy through | 210 |
SchoolRelated and Family Processes Leading | 235 |
Lessons on Sustaining Early Gains from the LifeCourse | 254 |
Lessons | 287 |
Enhancing Childrens Outcomes since Eager to Learn | 305 |
Hallmarks of Strategies to Attain and Sustain Early | 314 |
| 350 | |
| 360 | |
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4-year-olds Abecedarian Abecedarian Project academic skills achievement achievement gap activities adult alignment analysis assessments Barnett behavior benefits Child Development child outcomes Child–Parent Center children and families children’s development cognitive Collaborative curriculum developmental Developmental Psychology districts dosage early childhood education early childhood intervention early childhood programs early education early learning economic Educational Research effect sizes elementary school evaluation evidence funding gains grade retention Head Head Start high-quality HighScope IHDP impacts implementation improve increased instructional practices interactions investments kindergarten classrooms language levels literacy long-term effects mathematics measures ment National parent involvement participation Perry Preschool Study pre-K programs pre-kindergarten preschool curricula preschool programs professional development promote Ramey rates Reynolds Sarama school readiness Schweinhart scores social standards strategies successful sustained Takanishi teaching third grade tion treatment University of Minnesota Washington well-being whole-child young children Ypsilanti