Cover
Title Page
Notes on Contributors
Foreword
Preface
1. References
PART I: The State of Young Children in the United States
1. CHAPTER ONE: The State of Young Children in the United States
  1. School Readiness in the United States in the 21st Century
  2. Measuring School Readiness in a Policy Context
  3. References
2. CHAPTER TWO: The State of Young Children in the United States
  1. Dimensions and Categories of Problem Behaviors in Young Children
  2. Summary and Implications for Social Policy – Prevention and Early Intervention
  3. References
3. CHAPTER THREE: Early Childhood Health Disparities, Biological Embedding, and Life-Course Health
  1. Health Disparities in Early Childhood
  2. Early Adversity and Long-Term Health: Empirical Findings
  3. Early Adversity and Long-Term Health: (Some) Biological Mechanisms
  4. Evolution, “Fetal Origins,” and Pre-/Perinatal Stress
  5. Poverty and Stress in Early Childhood
  6. Stress, Inflammation, and Health in Early Childhood
  7. Epigenetic Mechanisms of Early Adversity and Life-Course Health
  8. Emerging Developmental Evidence from Non-Human Animal Studies
  9. Emerging Developmental Evidence from Human Studies
  10. Putting the Pieces Together
  11. Does Any of This Matter for Early Childhood Policy?
  12. References
4. CHAPTER FOUR: Social and Contextual Risks
  1. Complex Creatures Living in a Complex World
  2. Risk Conditions and Child Well-Being
  3. Caregiving Pathways by Which Adverse Distal Conditions Undermine Children’s Well-Being
  4. Conclusions
  5. References
PART II: Theoretical and Empirical Contexts of Applied Developmental Science of Early Childhood
1. CHAPTER FIVE: From the Lab to the Contexts in which Children Live and Grow
  1. Introduction
  2. From the Lab to the Field
  3. The Study of Context
  4. The Bioecological Model
  5. Proximal Processes
  6. The Transforming Experiment
  7. Conclusion
  8. References
2. CHAPTER SIX: What Does it Mean to be Evidence-based?
  1. Contemporary and Historical Context of Prioritizing Evidence-based Programs, Practices, and Policies
  2. Definitions of Evidence-Based
  3. Example of EBP Implemented in Early Childhood – Boston Pre-kindergarten
  4. Moving Forward: Translating Evidence to Policy and Practice
  5. Conclusion
  6. References
3. CHAPTER SEVEN: Neural Development in Context
  1. Normative Patterns of Brain Development
  2. Theoretical Framework Linking Early Experience with Brain Development
  3. Differences in Neural Structure Associated with Adverse Childhood Experiences
  4. Differences in Neural Function Associated with Adverse Childhood Experiences
  5. Explaining Differences in Academic Achievement and Mental Health Outcomes
  6. Mechanisms Linking Adverse Childhood Experiences and Neural Development
  7. Developmental Timing of Adversity
  8. Leveraging Neuroimaging Tools in Prevention and Intervention Research
  9. Conclusion
  10. References
PART III: Early Childhood Education and Care
1. CHAPTER EIGHT: Publicly Supported Early Care and Education Programs
  1. Introduction
  2. Theoretical Foundations of Pre-k Research
  3. Empirical Evidence
  4. Cost-Benefit Analyses
  5. Pre-K Policy Landscape in the US
  6. Conclusions
  7. Empirical Progress Chart
  8. References
2. CHAPTER NINE: Early Childhood Education and Care for Dual Language Learners
  1. A Portrait of Young DLLs
  2. Developmental and Language Learning Theories
  3. Early Childhood Landscape and Programs
  4. Cross Program Themes: Considering DLLs
  5. Research and Policy: Discord and Dissonance
  6. References
3. CHAPTER TEN: Early Childhood Education and Care for Children with Disabilities
  1. Theoretical Models
  2. Characteristics of Children with Disabilities Receiving Special Services
  3. The Effectiveness of Early Childhood Education and Care Services for Children with Disabilities
  4. Transition from One Service System to Another
  5. The Effectiveness of Early Childhood Special Education
  6. Future Directions
  7. Big Issues, Broad Policies, Mixed Effects
  8. References
4. CHAPTER ELEVEN: Classroom-based Early Childhood Interventions
  1. Introduction
  2. Major Theories and Principles Guiding the Design of Classroom-Based Interventions
  3. The State of the Evidence on Classroom-Based Early Childhood Interventions
  4. Organizing Approaches to Classroom-Based Early Childhood Interventions
  5. Conclusion
  6. References
5. CHAPTER TWELVE: Child Care and Child Development in the United States
  1. What Is Child Care? Background and Key Terms
  2. Who Uses Child Care? Patterns and Predictors of Child Care Experiences
  3. What Do Child Care Users Get? Key Features of Care Experiences
  4. Child Care and Child Development
  5. Looking Ahead: Current and Future Directions for Child Care Research
  6. References
PART IV: Parenting, Family, and Dual-generation Programs
1. CHAPTER THIRTEEN: Family-School Partnerships in Early Childhood
  1. Introduction
  2. Theoretical Underpinnings of Partnerships in Early Childhood
  3. Empirical Support for Family-School Partnerships in Early Childhood
  4. Opportunities and Barriers to Family-School Partnerships in Early Childhood Policy
  5. Summary and Conclusions
  6. Acknowledgement
  7. References
2. CHAPTER FOURTEEN: Parenting and Home Visiting Interventions
  1. Theoretical Basis for Parenting Programs
  2. How Strong is the Empirical Support?
  3. Summary of Evidence on Parenting Programs
  4. Implications for Public Policy and Future Directions
  5. References
3. CHAPTER FIFTEEN: The Two-Generation Approach to Building Human Capital: Past, Present, and Future
  1. Parents’ Educational Attainment and Children’s Outcomes
  2. Barriers to Educational Gains among Low-Income Parents
  3. Two-Generation Programs 1.0
  4. Two-Generation Programs 2.0
  5. Conclusions and Future Directions
  6. References
PART V: Public Policy and Young Children
1. CHAPTER SIXTEEN: Immigration Policy and Early Childhood Development
  1. Introduction: The State of Young Children in Immigrant Families
  2. Comprehensive Immigration Reform and Citizenship Policies
  3. Deportation and Enforcement Policies
  4. Immigrant-Population Welcome Policies
  5. Immigration Policies for Refugees and Asylees
  6. Early Education and Health Care Access Policies
  7. Conclusion and Future Directions
  8. References
2. CHAPTER SEVENTEEN: Marriage Policy and Early Childhood Development
  1. Trends in Marriage in the US
  2. Close Connections Between Nonmarital Childbearing and Limited Resources
  3. The Importance of Parental Marriage for Early Childhood Development
  4. Policies and Programs to Promote Healthy Marriages or to Decrease Nonmarital Childbearing
  5. Evidence of Healthy Marriage Promotion Effectiveness
  6. Key Challenges and Future Directions for Marriage Policy
  7. Summary
  8. References
3. CHAPTER EIGHTEEN: Child Welfare Policy
  1. Chapter Overview
  2. Introduction
  3. Developmental Outcomes Associated with Child Maltreatment
  4. Theoretical Underpinnings of Child Welfare Policy
  5. Evaluating Child Welfare Policy: Empirical Evidence
  6. Key Opportunities and Barriers to Implementation
  7. Conclusion
  8. References
4. CHAPTER NINETEEN: Effects of United States Income and Work Supports Policies on Children in Low-Income Families
  1. Theory and Developmental Science
  2. Evidence for Policy Effects
  3. Conclusions
  4. References
5. CHAPTER TWENTY: The Role of Conditional Cash Transfer Programs in Promoting Early Childhood Development in the United States
  1. Introduction
  2. Theory and Rationale for Conditional Cash Transfers
  3. Poverty, Family Dynamics, and Young Children’s Development
  4. Targeting “Mechanisms of Action”
  5. Understanding Variation in Program Effects: Individual- and Setting-level Characteristics
  6. Evidence from Current and Past CCTs in Low and Middle-Income Countries
  7. Opportunity NYC-Family Rewards: A New Generation of CCTs in the US
  8. A Need for Experimentation
  9. Looking Forward to the Future of CCTs in the United States
  10. Conclusions
  11. Challenges and Constraints
  12. Opportunities
  13. Future Research
  14. References
6. CHAPTER TWENTY-ONE: Work-Family Policies
  1. Work-Family Policies: Policy Development and Impact
  2. Summary and Conclusion
  3. References
Index
End User License Agreement

List of Tables

Chapter 08
1. Table 8.1 Empirical progress chart for public pre-K
Chapter 09
1. Table 9.1 Empirical progress chart for major themes in DLL research
Chapter 10
1. Table 10.1 Empirical progress chart for studies of effects of early intervention and special education for young children with disabilities
Chapter 11
1. Table 11.1 Empirical progress chart for studies of classroom-based early childhood interventions
Chapter 12
1. Table 12.1 Empirical progress chart
Chapter 13
1. Table 13.1 Summary of empirical studies investigating family-school partnerships in early childhood
2. Table 13.2 Empirical progress chart for studies of family-school partnerships (FSPs) in early childhood
Chapter 14
1. Table 14.1 Empirical progress chart for studies of parenting and home visiting interventions
Chapter 15
1. Table 15.1 Summary of Generation 2.0 two-generation human capital-building programs
Chapter 17
1. Table 17.1 Empirical progress chart for studies of marriage effects on child development and policy efforts to affect marital and childbearing behaviors
Chapter 18
1. Table 18.1 Empirical progress chart for studies of child welfare policies, programs, and practices
Chapter 19
1. Table 19.1 Empirical progress chart
2. Table 19.2 Child care subsidies
3. Table 19.3 Food programs
Chapter 20
1. Table 20.1 Empirical progress chart for conditional cash transfer program consequences for parent and child outcomes
Chapter 21
1. Table 21.1 Empirical progress chart for studies of family support and work-family policies on family and child outcomes

List of Illustrations

Chapter 15
1. Figure 15.1 Model illustrates the hypothesized dynamic and mutually beneficial effects of two-generation program inputs on parent and child human capital and outcomes. An arrow pointing to an arrow represents an enhancing effect (e.g., greater parent human capital enhances the effect of early childhood education on child human capital).
Chapter 20
1. Figure 20.1 Conceptual model of the effects of a conditional cash transfer program on young children’s development.
Chapter 21
1. Figure 21.1 Timeline: progression of work-family policies.
2. Figure 21.2 Conceptual model: pathways for work-family policy impacts on child outcomes.

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Names: Votruba-Drzal, Elizabeth.
Title: The Wiley handbook of early childhood development programs, practices, and policies / edited by Elizabeth Votruba-Drzal and Eric Dearing.
Description: Hoboken, New Jersey : John Wiley & Sons, 2017. | Includes bibliographical references and index.
Identifiers: LCCN 2016041895| ISBN 9781118937297 (cloth) | ISBN 9781118937327 (epub) | ISBN 9781118937310 (ePDF)
Subjects: LCSH: Early childhood education.
Classification: LCC LB1139.23 .H36 2017 | DDC 372.21–dc23
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