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.

Eric Dearing