'This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers' - Charles Bruner, Director, Child and Family Policy Center
'Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book' - Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO
Early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8.
Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn't, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include:
* Definition and assessment of readiness of children and schools
* Early intervention for children in poverty, English language learners, and students with special needs
* Publicly funded, home-based, school-age, and out-of-schooltime programs
* The future of personnel preparation and professional development
The result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.
Mark T. Greenberg, PhD, currently holds the Edna Peterson Bennett Endowed Chair in Prevention Research, and is a professor of Human Development and Psychology in the College of Health and Human Development at The Pennsylvania State University. He serves as a co-principal investigator to the CARE research study.