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

Editat de Elizabeth Votruba–Drzal, Eric Dearing
Notă GoodReads:
en Limba Engleză Carte Hardback – 31 Mar 2017
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.
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Specificații

ISBN-13: 9781118937297
ISBN-10: 1118937295
Pagini: 552
Dimensiuni: 173 x 250 x 31 mm
Greutate: 0.98 kg
Editura: Wiley
Seria Wiley Blackwell Handbooks of Developmental Psychology

Locul publicării: Hoboken, United States

Textul de pe ultima copertă

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.

Cuprins

Notes on Contributors 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)

Notă biografică

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.