Processes of early childhood interventions to adult well-being

Arthur J. Reynolds, Suh Ruu Ou, Christina F. Mondi, Momoko Hayakawa

Research output: Contribution to journalArticle

16 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)378-387
Number of pages10
JournalChild development
Volume88
Issue number2
DOIs
StatePublished - Mar 1 2017

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