A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children

Institution	Center on the Developing Child at Harvard University
Titel	A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children
Quelle	(2007), (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Young Children; Child Development; Neurological Organization; Brain; Evidence; Evaluation Research; Program Evaluation; Educational Policy; Decision Making; Family (Sociological Unit); Age Differences; Family Financial Resources; Employed Women; Mothers; Hazardous Materials; Environment; Early Childhood Education + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kindesentwicklung; Gehirn; Evidenz; Evaluationsforschung; Programme evaluation; Programmevaluation; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Familie; Age; Difference; Age difference; Altersunterschied; 'Female employment; Women''s employment'; Frauenbeschäftigung; Mother; Mutter; Hazardous substance; Gefahrstoff; Umwelt; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This report combines neuroscience, child development research, and program evaluation data to better inform policymakers' decisions about investing in and supporting existing early childhood programs. Core child development concepts highlight the importance of early experiences on the development of brain architecture and, in turn, future learning, health, and behavior. Drawing on analysis of four decades of evaluation research conducted on existing programs for children ages birth to five, the framework also addresses questions about when to invest in the lives of young children and how to do so. Five contexts in which policies can affect how children develop are discussed: (1) The nuclear family; (2) Out-of-home settings; (3) Multi-generational programs; (4) Family economics and maternal employment; and (5) Environmental contamination. Key findings related to these contexts are identified, and specific factors that influence the effectiveness of programs in these areas are discussed. Selected background readings are included. (Contains 188 notes, 7 figures and 1 table.) [Additional sponsorship was provided by the Buffett Early Childhood Fund, the Pierre and Pamela Omidyar fund, and the Johnson & Johnson Pediatric Institute.] (ERIC).
Anmerkungen	Center on the Developing Child at Harvard University. 50 Church Street 4th Floor, Cambridge, MA 02138. Tel: 617-496-0578; Fax: 617-496-1229; e-mail: developingchild@harvard.edu; Web site: http://www.developingchild.harvard.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10