Sustaining Early Childhood Learning Gains: Program, School, and Family Influences

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Arthur J. Reynolds (University of Minnesota) Judy A. Temple (University of Minnesota)

Sustaining Early Childhood Learning Gains

Program, School, and Family Influences

Arthur J. Reynolds (University of Minnesota), Judy A. Temple (University of Minnesota)

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English

Cambridge University Press
29 October 2020

Child & developmental psychology; Family psychology; Learning; Educational psychology; Pre-school & kindergarten

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.

Edited by: Arthur J. Reynolds (University of Minnesota), Judy A. Temple (University of Minnesota)
Imprint: Cambridge University Press
Country of Publication: United Kingdom
Dimensions: Height: 150mm, Width: 230mm, Spine: 20mm
Weight: 570g
ISBN: 9781108441896
ISBN 10: 1108441890
Pages: 385
Publication Date: 29 October 2020
Audience: Professional and scholarly , College/higher education , Undergraduate , Further / Higher Education
Format: Paperback
Publisher's Status: Active

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.

Arthur J. Reynolds is a professor in the Institute of Child Development at the University of Minnesota. A leading expert in the early intervention field, he directs the Chicago Longitudinal Study, one of the largest studies of the effects of early education. Judy A. Temple is a professor in the Humphrey School of Public Affairs at the University of Minnesota. Her research focuses on the evaluation of long-term effects of early educational interventions and policy evaluation.

Reviews for Sustaining Early Childhood Learning Gains: Program, School, and Family Influences

'This book has it all. The content is first rate and the authors offer a plethora of effective recommendations that will strengthen programs and practices. The authors themselves are a who's who list of scientists with vast experience in knowing what works. The book clearly shows that good early childhood policy and effective school reform go hand in hand.' Arne Duncan, Former Secretary, United States Department of Education 'This research reinforces why we're taking significant strides to expand early education, which is fundamentally about giving every child in every neighborhood their best chance to succeed. Reynolds and Temple show us that these significant investments in our children will help level the playing field, further close the achievement gap, and build stronger communities for generations to come.' Rahm Emanuel, Mayor, City of Chicago 'This volume focuses on one of the most crucial issues facing us today: how to build upon and sustain the gains from early intervention. The editors and authors are clear that we need a multi-year commitment to continuity and quality. The work presented here provides powerful justification for this comprehensive investment.' Samuel J. Meisels, Founding Executive Director, Buffett Early Childhood Institute, University of Nebraska 'The research is ripe with insights and directives gleaned from years of investments, programming, and evaluations. This is well-timed and well-aimed as public and private investments in early childhood seek to spur an increasingly greater impact. It is an invaluable volume for practitioners, policymakers, and all those who care about increasing opportunities for young children.' Rip Rapson, President and CEO, The Kresge Foundation 'Investing in children's early learning is an investment in our shared future. This book provides important research and insights into how to sustain those early gains through the K-3 years and beyond. This is a valuable resource for practitioners, researchers, policymakers, and philanthropists.' Kate Wolford, President, McKnight Foundation 'This book has it all. The content is first rate and the authors offer a plethora of effective recommendations that will strengthen programs and practices. The authors themselves are a who's who list of scientists with vast experience in knowing what works. The book clearly shows that good early childhood policy and effective school reform go hand in hand.' Arne Duncan, Former Secretary, United States Department of Education 'This research reinforces why we're taking significant strides to expand early education, which is fundamentally about giving every child in every neighborhood their best chance to succeed. Reynolds and Temple show us that these significant investments in our children will help level the playing field, further close the achievement gap, and build stronger communities for generations to come.' Rahm Emanuel, Mayor, City of Chicago 'This volume focuses on one of the most crucial issues facing us today: how to build upon and sustain the gains from early intervention. The editors and authors are clear that we need a multi-year commitment to continuity and quality. The work presented here provides powerful justification for this comprehensive investment.' Samuel J. Meisels, Founding Executive Director, Buffett Early Childhood Institute, University of Nebraska 'The research is ripe with insights and directives gleaned from years of investments, programming, and evaluations. This is well-timed and well-aimed as public and private investments in early childhood seek to spur an increasingly greater impact. It is an invaluable volume for practitioners, policymakers, and all those who care about increasing opportunities for young children.' Rip Rapson, President and CEO, The Kresge Foundation 'Investing in children's early learning is an investment in our shared future. This book provides important research and insights into how to sustain those early gains through the K-3 years and beyond. This is a valuable resource for practitioners, researchers, policymakers, and philanthropists.' Kate Wolford, President, McKnight Foundation