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

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.

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
• SchoolRelated and Family Processes Leading: 235
• 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

About the author

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.

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