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The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies


The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies


Wiley Blackwell Handbooks of Developmental Psychology 1. Aufl.

von: Elizabeth Votruba-Drzal, Eric Dearing

177,99 €

Verlag: Wiley-Blackwell
Format: PDF
Veröffentl.: 30.01.2017
ISBN/EAN: 9781118937310
Sprache: englisch
Anzahl Seiten: 552

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Beschreibungen

<p><b>The first and only comprehensive review of current early childhood development theory, practices, policies, and the science behind them</b></p> <p>This unique and important bookprovides a comprehensive overview of the current theory, practices, and policies in early childhood development withinthe contexts of family, school, and community, and society at large<i>.</i> Moreover, it synthesizes scientifically rigorous research from an array of disciplines in an effort to identify the most effective strategies for promoting early childhood development.</p> <p>Research into childhood development is booming, and the scientific knowledge base concerning early childhood development is now greater than that of any other stage of the human life span. At the same time, efforts to apply that knowledge to early childhood practices, programs, and policies have never been greater or more urgent. Yet, surprisingly, until <i>The Handb</i><i>ook of Early Childhood Development Programs, Practices, and Policies</i>, there was no comprehensive, critical review of the applied science in the field.</p> <p>The book begins with in-depth coverage of child and family approaches. From there it moves onto a consideration of school- and community-based strategies. It concludes with a discussion of current social policies on health and development in early childhood and their implications. </p> <ul> <li>Provides a comprehensive overview of the state of the knowledge base, along with guidance for the future of the field</li> <li>Examines the underlying theory and basic science guiding efforts to promote early childhood development</li> <li>Critically reviews the strength of the empirical support for individual practices, programs, and policies</li> <li>Explores key opportunities and barriers policymakers and practitioners face when implementing various approaches</li> <li>Pays particular attention to socioeconomically disadvantaged and other disenfranchised populations</li> </ul> <p><i>The Handbook of Early Childhood Development Programs, Practices, and Policies</i> is a valuable resource for practitioners, scholars, graduate students, and advanced undergraduate students across the social sciences who are interested in strengthening their understanding of current strategies for promoting early childhood development and the science informing those strategies.</p>
<p>Notes on Contributors viii</p> <p>Foreword xx</p> <p>Preface xxv</p> <p><b>Part I The State of Young Children in the United States 1</b></p> <p>1 The State of Young Children in the United States: School Readiness 3<br /><i>Terri J. Sabol and Robert C. Pianta</i></p> <p>2 The State of Young Children in the United States: A Developmental Psychopathology Perspective on the Mental Health of Preschool Children 18<br /><i>Susan B. Campbell</i></p> <p>3 Early Childhood Health Disparities, Biological Embedding, and Life?]Course Health 35<br /><i>Daniel Berry</i></p> <p>4 Social and Contextual Risks 66<br /><i>Robert H. Bradley</i></p> <p><b>Part II Theoretical and Empirical Contexts of Applied Developmental Science of Early Childhood 97</b></p> <p>5 From the Lab to the Contexts in which Children Live and Grow: Historical Perspectives on the Field 99<br /><i>Pamela A. Morris and Maia C. Connors</i></p> <p>6 What Does it Mean to be Evidence?]based? 118<br /><i>Margaret R. Burchinal and Nina E. Forestieri</i></p> <p>7 Neural Development in Context: Differences in Neural Structure and Function Associated with Adverse Childhood Experiences 135<br /><i>Emily C. Merz and Kimberly G. Noble</i></p> <p><b>Part III Early Childhood Education and Care 161</b></p> <p>8 Publicly Supported Early Care and Education Programs 163<br /><i>W. Steven Barnett, Elizabeth Votruba?]Drzal, Eric Dearing, and Megan E. Carolan</i></p> <p>9 Early Childhood Education and Care for Dual Language Learners 187<br /><i>Lianna Pizzo and Mariela Páez</i></p> <p>10 Early Childhood Education and Care for Children with Disabilities 211<br /><i>Penny Hauser?]Cram, Miriam Heyman, and Kristen Bottema?]Beutel</i></p> <p>11 Classroom? based Early Childhood Interventions 237<br /><i>Stephanie Jones, Dana Charles McCoy and Lauren Hay</i></p> <p>12 Child Care and Child Development in the United States: Where Have We Come From, What Do We Know Now, and Where Are We Going? 261<br /><i>Anna D. Johnson</i></p> <p><b>Part IV Parenting, Family, and Dual?]generation Programs 287</b></p> <p>13 Family? School Partnerships in Early Childhood 289<br /><i>Susan M. Sheridan, Amanda L. Moen, and Lisa L. Knoche</i></p> <p>14 Parenting and Home Visiting Interventions 310<br /><i>Nancy Donelan?]McCall</i></p> <p>15 The Two? Generation Approach to Building Human Capital: Past, Present, and Future 330<br /><i>Margo Gardner, Jeanne Brooks?]Gunn, and P. Lindsay Chase?]Lansdale</i></p> <p><b>Part V Public Policy and Young Children 363</b></p> <p>16 Immigration Policy and Early Childhood Development 365<br /><i>Soojin Oh Park and Hirokazu Yoshikawa</i></p> <p>17 Marriage Policy and Early Childhood Development 385<br /><i>Rebekah Levine Coley</i></p> <p>18 Child Welfare Policy 403<br /><i>Kristen S. Slack and June Paul</i></p> <p>19 Effects of United States Income and Work Supports Policies on Children in Low?]Income Families 424<br /><i>Aletha C. Huston</i></p> <p>20 The Role of Conditional Cash Transfer Programs in Promoting Early Childhood Development in the United States 447<br /><i>Sharon Wolf, Juliette Berg, Pamela A. Morris, and J. Lawrence Aber</i></p> <p>21 Work? Family Policies 469<br /><i>Anna Gassman?]Pines and Rachel Goldstein</i></p> <p>Index 48</p>
<p><b>Elizabeth Votruba-Drzal, PhD</b>, is Associate Professor at the University of Pittsburgh Department of Psychology. Her main areas of research are poverty, race/ethnicity, socioeconomic disadvantage, urbanicity, early childhood education, and immigrant children.</p> <p><b>Eric Dearing, PhD</b>, is a Professor with the Boston College Department of Developmental and Educational Psychology. His main areas of interest/expertise are the roles of family, early child care, school, and community for promoting cognitive, language, and social-emotional development of economically and socially disadvantaged children. </p>
<p><i>The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies</i> provides a comprehensive critical review of current thinking, evidence and practice in early childhood development within the contexts of family, school, community, and society at large. It is a valuable resource for practitioners, scholars, graduate students, and advanced undergraduate students across the social sciences who are interested in strengthening their understanding of current strategies for promoting early childhood development and the science informing them.</p>

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