TY - BOOK
T1 - Sustaining Early Childhood Learning Gains
T2 - Program, School, and Family Influences
AU - Reynolds, Arthur J.
AU - Temple, Judy A.
N1 - Publisher Copyright:
© Cambridge University Press 2019.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85137892340&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85137892340&partnerID=8YFLogxK
U2 - 10.1017/9781108349352
DO - 10.1017/9781108349352
M3 - Book
AN - SCOPUS:85137892340
SN - 9781108425926
BT - Sustaining Early Childhood Learning Gains
PB - Cambridge University Press
ER -