Early Childhood Interventions

Early Childhood Interventions: Proven Results, Future Promise

Lynn A. Karoly
M. Rebecca Kilburn
Jill S. Cannon
Copyright Date: 2005
Edition: 1
Published by: RAND Corporation
Pages: 200
https://www.jstor.org/stable/10.7249/mg341pnc
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  • Book Info
    Early Childhood Interventions
    Book Description:

    Considers the potential consequences of not investing additional resources in children's lives, the range of early intervention programs, the demonstrated benefits of interventions having high-quality evaluations, the features associated with successful programs, and the returns to society associated with investing early in the lives of disadvantaged children. The findings indicate the existence of a body of sound research that can guide resource allocation decisions.

    eISBN: 978-0-8330-4082-4
    Subjects: Sociology, Education

Table of Contents

  1. Front Matter
    (pp. i-ii)
  2. Preface
    (pp. iii-iv)
  3. Table of Contents
    (pp. v-viii)
  4. Figures
    (pp. ix-x)
  5. Tables
    (pp. xi-xii)
  6. Summary
    (pp. xiii-xxviii)
  7. Acknowledgments
    (pp. xxix-xxx)
  8. Abbreviations
    (pp. xxxi-xxxii)
  9. CHAPTER ONE Introduction
    (pp. 1-18)

    Parents, policymakers, business leaders, and the general public increasingly recognize the importance of the first few years in the life of a child for promoting healthy physical, emotional, social, and intellectual development. Whether the evidence comes from sophisticated research by brain scientists or the simple observation of the developmental milestones of an infant, toddler, or preschooler, it is clear that the years prior to kindergarten entry represent a foundational period for ensuring children’s eventual success in school and beyond. An explosion of recent research contributes to our understanding of the complex and dynamic ways that both nature and nurture—genetics...

  10. CHAPTER TWO Strategies for Intervention
    (pp. 19-54)

    There is no single, uniform approach for intervening early in the lives of disadvantaged children to compensate for the factors that may impede healthy child development in the years before school entry. Indeed, strategies for early childhood intervention are highly variable. In this chapter, we review different approaches for addressing risks faced in early childhood through services provided to affected children and their families. We begin by briefly reviewing the theoretical underpinnings for interventions with disadvantaged children in the years prior to school entry. We then highlight various dimensions along which early intervention programs vary, dimensions that are combined to...

  11. CHAPTER THREE What Works in Early Childhood Intervention Programs
    (pp. 55-86)

    Early childhood intervention is now widely recognized as a promising approach to both improving the well being of participating children and families and reducing the demand for social services across the life course. Early childhood intervention is described as an “investment,” and decisionmakers have proposed early childhood intervention as a prevention policy that pays for itself (Rolnick and Grunewald, 2003; CED, 2004). Although the logic of early childhood intervention is compelling, the question is whether there is evidence that intervention programs can improve the outcomes of participants and, if so, how much of a difference such programs make. Furthermore, as...

  12. CHAPTER FOUR The Economics of Early Childhood Interventions
    (pp. 87-122)

    When considering investing early in the lives of children, particularly those at risk of poor outcomes later in childhood or during the transition to adulthood, it may be enough for some decisionmakers that programs have been demonstrated to generate significant improvements in outcomes in the short term or long term. For them, the evidence presented in Chapter Three provides sufficient justification for devoting significant resources to early childhood intervention programs. Others, however, may believe that constraints on available resources require that programs be justified on economic grounds. For example, will a dollar invested today generate savings down the road to...

  13. CHAPTER FIVE Conclusions
    (pp. 123-136)

    The preceding chapters have addressed a range of issues related to investing in the lives of children prior to school entry, particularly for children at risk of adverse developmental outcomes. In this concluding chapter, we distill our synthesis of the research literature into a series of key results about early childhood interventions. In highlighting these results, we also point to important caveats and limits of our knowledge base.

    Human development is the result of the complex interplay among genetic endowments and environmental conditions. Both nature and nurture play key roles—alone, and in interaction with one another—throughout the life...

  14. APPENDIX A Descriptions of Early Childhood Intervention Programs Included in the Study
    (pp. 137-144)
  15. APPENDIX B Methodology for the Analysis of Cognitive Outcomes in Chapter Three
    (pp. 145-148)
  16. References
    (pp. 149-167)