Sustaining Early Childhood Learning Gains: Program, School, and Family InfluencesHow 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 |
| 350 | |
| 360 | |
SchoolRelated and Family Processes Leading | 235 |
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Common terms and phrases
Abecedarian Project academic skills achievement achievement gap activities alignment analysis assessment Barnett behavior benefits Child Development child outcomes Child–Parent Center child’s children and families children’s development cognitive curricula curriculum developmental Developmental Psychology dosage early childhood education early childhood intervention early childhood programs early education early learning economic Educational Research effect sizes elementary school environment Evaluation evidence experiences full-day funding grade retention Head Head Start high-quality HighScope Perry Preschool IHDP impacts implementation improve infants instructional practices interactions kindergarten classrooms language levels literacy Longitudinal Studies math measures mediators ment meta-analysis National parent involvement participation Perry Preschool Study potential wage pre-K programs pre-kindergarten prenatal investment preschool programs professional development Ramey Reynolds Sarama school readiness Schweinhart scores social social-emotional standards successful programs sustained teachers teaching third grade tion treatment effects Washington well-being whole-child WPPSI young children Ypsilanti
Bibliographic information
| Title | Sustaining Early Childhood Learning Gains: Program, School, and Family Influences |
| Editors | Arthur J. Reynolds, Judy A. Temple |
| Publisher | Cambridge University Press, 2019 |
| ISBN | 1108662838, 9781108662833 |
| Subjects | › › Education / Early Childhood (incl. Preschool & Kindergarten) Education / Educational Psychology Psychology / Cognitive Psychology & Cognition Psychology / Developmental / Child Psychology / Social Psychology |
| Export Citation | BiBTeX EndNote RefMan |