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

Leading scholars synthesize knowledge on how gains from early childhood programs and practices are initiated, increased, and sustained.

Arthur J. Reynolds (Edited by), Judy A. Temple (Edited by)

9781108441896, Cambridge University Press

Paperback / softback, published 29 October 2020

385 pages, 27 b/w illus. 31 tables
15 x 23 x 2 cm, 0.57 kg

'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

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.

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.

Subject Areas: Pre-school & kindergarten [JNLA], Educational psychology [JNC], Learning [JMRL], Family psychology [JMF], Child & developmental psychology [JMC]