Sustaining Early Childhood Learning Gains: Program, School, and Family Influences

Front Cover
Arthur J. Reynolds, Judy A. Temple
Cambridge University Press, Jan 10, 2019 - Education
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.
 

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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
Experiences
160
A School Reform Model to Increase and Sustain
182
State Policies That Support Childrens Literacy through
210
wellbeing
237
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
Subject Index
350
Name Index
360
Copyright

SchoolRelated and Family Processes Leading
235

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About the author (2019)

Arthur J. Reynolds is a professor in the Institute of Child Development at the University of Minnesota. A leading expert in the early intervention field, he directs the Chicago Longitudinal Study, one of the largest studies of the effects of early education.

Judy A. Temple is a professor in the Humphrey School of Public Affairs at the University of Minnesota. Her research focuses on the evaluation of long-term effects of early educational interventions and policy evaluation.

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