This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child-Parent Centers.
Bibliographical noteFunding Information:
Preparation of this article was supported in part by the National Institute of Child Health and Human Development Grant HD034294-21, the Office of Innovation, U.S. Department of Education (Grant U411B110098), matching grants to the U.S. Department of Education, and the National Science Foundation Graduate Student Fellowship Program. The views expressed are those of the authors and not necessarily the funding agencies
© 2017 The Authors Child Development. and 2017 Society for Research in Child Development, Inc.