Sustaining early childhood learning gains : program, school, and family influences

著者

    • Reynolds, Arthur J.
    • Temple, Judy A.

書誌事項

Sustaining early childhood learning gains : program, school, and family influences

edited by Arthur J. Reynolds, Judy A. Temple

Cambridge University Press, 2020

  • pbk.

大学図書館所蔵 件 / 全2件

この図書・雑誌をさがす

内容説明・目次

内容説明

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.

目次

  • Foreword Karen Hanson
  • Introduction and overview
  • 1. Increasing and sustaining gains in early learning Arthur J. Reynolds and Judy A. Temple
  • Part I. Program Dosage and Quality: 2. Synthesis of preschool dosage: how quantity, quality and content impact child outcomes Barbara A. Wasik and Emily K. Snell
  • 3. Teacher influences and program effectiveness in early childhood education Gregory Camilli
  • 4. Boosting school readiness with preschool curricula Greg J. Duncan, Jade M. Jenkins and Tutrang Nguyen
  • 5. What can we learn from state-of-the-art early childhood education programs? Beth Meloy, Madelyn Gardner, Marjorie Wechsler and David Kirp
  • Part II. Preschool-to-3rd Grade Continuity: 6. Patterns of experiences across head start and kindergarten classrooms that promote children's development Andrew J. Mashburn and Rita Yelverton
  • 7. Quality and continuity in young children's educational experiences Deborah J. Stipek
  • 8. Child-parent center preschool to 3rd grade: a school reform model to increase and sustain gains Arthur J. Reynolds
  • 9. State policies that support children's literacy through PreK-3rd grade education Laura Bornfreund and Abbie Lieberman
  • Part III. School and Family Processes of Impacts Over Time: 10. School-related and family processes leading to long-term intervention effects Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi and Momoko Hayakawa
  • 11. Lessons on sustaining gains from the life-course study of Perry Preschool Lawrence J. Schweinhart
  • 12. Sustaining gains from early childhood intervention: the Abecedarian program Frances A. Campbell, Yi Pan and Margaret Burchinal
  • 13. Differential effects of high-quality early care: lessons from the Infant Health and Development program Juan C. Chaparro, Aaron J. Sojourner and Nathan Huey
  • Part IV. Synthesis and Guiding Principles: 14. Enhancing children's outcomes since 'Eager to Learn' Barbara A. Bowman
  • 15. Reframing policy and practice deliberations: twelve hallmarks of strategies to attain and sustain early childhood gains Craig T. Ramey and Sharon Landesman Ramey.

「Nielsen BookData」 より

詳細情報

ページトップへ