The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies: (Wiley Blackwell Handbooks of Developmental Psychology)

The first and only comprehensive review of current early childhood development theory, practices, policies, and the science behind them This unique and important bookprovides a comprehensive overview of the current theory, practices, and policies in early childhood development withinthe contexts of family, school, and community, and society at large. Moreover, it synthesizes scientifically rigorous research from an array of disciplines in an effort to identify the most effective strategies for promoting early childhood development. Research into childhood development is booming, and the scientific knowledge base concerning early childhood development is now greater than that of any other stage of the human life span. At the same time, efforts to apply that knowledge to early childhood practices, programs, and policies have never been greater or more urgent. Yet, surprisingly, until The Handbook of Early Childhood Development Programs, Practices, and Policies, there was no comprehensive, critical review of the applied science in the field. The book begins with in-depth coverage of child and family approaches. From there it moves onto a consideration of school- and community-based strategies. It concludes with a discussion of current social policies on health and development in early childhood and their implications.  Provides a comprehensive overview of the state of the knowledge base, along with guidance for the future of the field Examines the underlying theory and basic science guiding efforts to promote early childhood development Critically reviews the strength of the empirical support for individual practices, programs, and policies Explores key opportunities and barriers policymakers and practitioners face when implementing various approaches Pays particular attention to socioeconomically disadvantaged and other disenfranchised populations The Handbook of Early Childhood Development Programs, Practices, and Policies is a valuable resource for practitioners, scholars, graduate students, and advanced undergraduate students across the social sciences who are interested in strengthening their understanding of current strategies for promoting early childhood development and the science informing those strategies.

Table of Contents:
Notes on Contributors viii Foreword xx Preface xxv Part I The State of Young Children in the United States 1 1 The State of Young Children in the United States: School Readiness 3 Terri J. Sabol and Robert C. Pianta 2 The State of Young Children in the United States: A Developmental Psychopathology Perspective on the Mental Health of Preschool Children 18 Susan B. Campbell 3 Early Childhood Health Disparities, Biological Embedding, and Life]Course Health 35 Daniel Berry 4 Social and Contextual Risks 66 Robert H. Bradley Part II Theoretical and Empirical Contexts of Applied Developmental Science of Early Childhood 97 5 From the Lab to the Contexts in which Children Live and Grow: Historical Perspectives on the Field 99 Pamela A. Morris and Maia C. Connors 6 What Does it Mean to be Evidence]based? 118 Margaret R. Burchinal and Nina E. Forestieri 7 Neural Development in Context: Differences in Neural Structure and Function Associated with Adverse Childhood Experiences 135 Emily C. Merz and Kimberly G. Noble Part III Early Childhood Education and Care 161 8 Publicly Supported Early Care and Education Programs 163 W. Steven Barnett, Elizabeth Votruba]Drzal, Eric Dearing, and Megan E. Carolan 9 Early Childhood Education and Care for Dual Language Learners 187 Lianna Pizzo and Mariela Páez 10 Early Childhood Education and Care for Children with Disabilities 211 Penny Hauser]Cram, Miriam Heyman, and Kristen Bottema]Beutel 11 Classroom based Early Childhood Interventions 237 Stephanie Jones, Dana Charles McCoy and Lauren Hay 12 Child Care and Child Development in the United States: Where Have We Come From, What Do We Know Now, and Where Are We Going? 261 Anna D. Johnson Part IV Parenting, Family, and Dual]generation Programs 287 13 Family School Partnerships in Early Childhood 289 Susan M. Sheridan, Amanda L. Moen, and Lisa L. Knoche 14 Parenting and Home Visiting Interventions 310 Nancy Donelan]McCall 15 The Two Generation Approach to Building Human Capital: Past, Present, and Future 330 Margo Gardner, Jeanne Brooks]Gunn, and P. Lindsay Chase]Lansdale Part V Public Policy and Young Children 363 16 Immigration Policy and Early Childhood Development 365 Soojin Oh Park and Hirokazu Yoshikawa 17 Marriage Policy and Early Childhood Development 385 Rebekah Levine Coley 18 Child Welfare Policy 403 Kristen S. Slack and June Paul 19 Effects of United States Income and Work Supports Policies on Children in Low]Income Families 424 Aletha C. Huston 20 The Role of Conditional Cash Transfer Programs in Promoting Early Childhood Development in the United States 447 Sharon Wolf, Juliette Berg, Pamela A. Morris, and J. Lawrence Aber 21 Work Family Policies 469 Anna Gassman]Pines and Rachel Goldstein Index 48

About the Author :
Elizabeth Votruba-Drzal, PhD, is Associate Professor at the University of Pittsburgh Department of Psychology. Her main areas of research are poverty, race/ethnicity, socioeconomic disadvantage, urbanicity, early childhood education, and immigrant children. Eric Dearing, PhD, is a Professor with the Boston College Department of Developmental and Educational Psychology. His main areas of interest/expertise are the roles of family, early child care, school, and community for promoting cognitive, language, and social-emotional development of economically and socially disadvantaged children.