This volume employs a multidisciplinary approach to research on a
high-profile topic very much on the agenda of state and national
policy leaders: early childhood development and education. It aims
to reflect how scholarly perspectives shape the contours of
knowledge generation, and to illuminate the gaps that prevent
productive interchange among scholars who value equity in the
opportunities available to young children, their families, and
teachers/caregivers. The editors and authors identify and
prioritize critical research areas; assess the state of the field
in terms of promising research designs and methodologies; and
identify capacity-building needs and potential cross-group
collaborations.
General
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