The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies

The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies provides a comprehensive critical review of current thinking, evidence and practice in early childhood development within the contexts of family, school, community, and society at large. It 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 them.

Foreword by Deborah Phillips and Kathleen McCartney

Preface

Part I The State of Young Children in the United States

1. Achievement & school readiness
Terri Sabol and Robert Pianta

2. A developmental psychpathology perspective on the mental health of preschool children
 Susan Campbell

3. Health disparities, biological embedding, and life–course health
Daniel Berry

4. Salient social risks to healthy development
Robert Bradley

Part II Theoretical and Empirical Contexts of Applied Developmental Science of Early Childhood

5.From the lab to the contexts in which young children live and grow: Historical perspective on the field 
Pamela Morris and Maia C. Connors

6. What does it mean to be evidenced–based?
Margaret Burchinal and Nina Forestieri

7. Neural development in context: Differences in neural structure and function associated with adverse childhood experiences
Emily C. Merz and Kimberly G. Noble

Part III Early Childhood Education and Care

8. Publicly–supported early care and education programs
W. Steven Barnett, Elizabeth Votruba–Drzal, Eric Dearing and Megan Carolan

9. Early childhood education and care for dual language learners
Lianna Pizzo and Mariela Páez

10. Early childhood education and care for children with disabilities
Penny Hauser–Cram, Miariam Heyman and Kristen Bottema–Beutel

11. Classroom–based early childhood interventions
Stephanie Jones, Dana 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
Anna Johnson

Part IV Parenting, Family, and Dual–generation Programs

13. Family–school partnerships in early childhood
Susan Sheridan, Amanda Moen and Lisa Knoche

14. Parenting and home–visiting interventions
Nancy Donelan–McCall

15. Two–generation approach to building human capital: Past, present, and future
Margo Gardnew, Jeanne Brooks–Gunn and Lindsay Chase–Lansdale

Part V Public Policy and Young Children

16. Immigration policy and early childhood development
Soojin Oh and Hirokazu Yoshikawa

17. Marriage policy and early childhood development
Rebekah Levine Coley

18. Child welfare policy
Kristen Shook Slack and June Paul

19. Income and work supports policies and low–income children and families
Aletha Huston

20. Conditional cash transfer programs and early childhood development
Sharon Wolf, Juliette Berg, Pamela Morris and Lawrence Aber

21. Work–family policies
Anna Gassman–Pines and Rachel Goldstein

NOTES ON CONTRIBUTORS (TBD)

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.