|
Showing 1 - 8 of
8 matches in All Departments
In this analysis of childcare in America, Edward F. Zigler and Mary
E. Lang examine the structural inadequacies of childcare and
approach the needs of children based on age. As more and more
families begin to enroll their children into childcare networks
outside of their homes, it has become far too common that these
environments compromise the cognitive and social development of
children. In a long-awaited definitive anatomy of the American
childcare system, Child Care Choices addresses the patchwork
construction of a system that, at best, has become increasingly
inadequate to meet the needs of a changing society. Putting the
methods that have succeeded up against those that have failed in
broad historical and cross-cultural perspective, the authors of
this book review different approaches of childcare in the United
States from colonial times to World War II and all the way up to
present day. Child Care Choices provides essential information for
those concerned with children and the policies affecting family
life and parental participation in the work force, from parents and
policymakers to corporate executives and childcare professionals.
Recommendations for infant and toddler care and development based
on current brain research and its implications How much do
children's early experiences affect their cognitive and social
development? How important is the parent's role in child
development? Is it possible to ameliorate or reverse the
consequences of early developmental deficits? This vitally
important book draws on the latest research from the social
sciences and studies on the brain to answer these questions and to
explore what they mean for social policy and child and family
development. The authors affirm that sound social policy providing
for safe and appropriate early care, education, health care, and
parent support is critical not only for the optimal development of
children, but also for strengthening families, communities, and the
nation as a whole. Offering a wealth of advice and recommendations,
they explain: * the benefits of family leave, child care, and home
visitation programs; * the damage that child abuse inflicts; * the
vital importance of nutrition (and breast feeding) for pregnant
women and young children; * the adverse effects that occur in
misguided efforts to disseminate research too early; * and more.
Written by experts in the field of early child development, care,
and education, the book is essential reading for parents and
policymakers alike.
This second edition of the Handbook of Early Childhood Intervention provides a comprehensive overview of this complex and continually evolving field by an outstanding group of contributing authors. Eighteen of the twenty-eight chapters are new to this edition; chapters from the first edition have been updated. It combines rigorous scholarship with state-of-the-art content on policy and service delivery. It is designed to address a broad, multidisciplinary audience including psychologists, early childhood educators, social workers, pediatricians, nurses, child psychiatrists, physical and occupational therapists, speech and language pathologists, and professionals interested in public health and social policy. The Handbook is a valuable resource for both graduate students and experienced professionals.
This important text analyzes the relationship between child
development research and the design and implementation of social
policy concerning children and families. The editors have compiled
contributions from leading experts in the fields of developmental
psychology, psychiatry, public health, business, political science,
and education. By so doing, they present a multidisciplinary
account of the controversies and challenges that have emerged in
the field of child development and social policy, and an analysis
of recent changes in our national ethos toward children and
families.
For almost thirty years, the U.S. government has funded education
programs to help disadvantaged children succeed in school. In this
important new book, Edward Zigler, one of the leading figures in
this effort, and his associates evaluate the three existing
programs (Head Start, Follow Through, and Chapter 1), Senator
Edward Kennedy describes the newly created Head Start Transition
Project, and the authors propose a bold plan to redirect and
consolidate the programs in order to achieve a coherent,
comprehensive policy for the nation's impoverished young children.
The authors conclude that the Head Start model has been effective
in enhancing the social competence and school success of poor
children. They argue that Follow Through, which was intended to be
a national program, now represents a tiny experiment in education
that is too minimally funded to have an impact. And Chapter 1,
which exists in over 90 percent of the nation's school districts
and is massively funded, has become a supplementary funding program
for local schools rather than a demonstrably effective educational
treatment. The new Head Start Transition Project plans to extend
Head Start's health and other support services, its efforts to
involve parents, and its creative programming and evaluation to
children in kindergarten through third grade. The authors suggest
an alternative plan: that the huge Chapter 1 program adopt the
model of the Transition Project and become the school-age version
of Head Start, creating a well-funded, coordinated, and
cost-effective series of interventions with unified goals and
comprehensive services to meet the needs of poor children from the
preschool years through the early elementary grades.
In this book a blue-ribbon group of practitioners, researchers, and
policymakers provide an overview of the numerous programs that have
emerged in the past decade in response to the changing needs of
families. Addressing the historical and social context of current
family support efforts, the range and variety of the programs,
available research, and the challenges of funding, staffing, and
managing them, it chronicles past problems and accomplishments and
offers specific recommendations for the future. "A timely and
important book."-T. Berry Brazelton, M.D. "This remarkable volume
surveys a multitude of services available to support the
increasingly beleaguered family; the focus is on local services, in
the context of organizations and outside them. the book's emphasis
on available services makes it a key resource for health
professionals, but its aim is broader-to foster advocacy of change
in organizational and governmental policies."-Bulletin of the
Menninger Clinic
Why the United States has failed to establish a comprehensive
high-quality child care program is the question at the center of
this book. Edward Zigler has been intimately involved in this issue
since the 1970s, and here he presents a firsthand history of the
policy making and politics surrounding this important debate.
Good-quality child care supports cognitive, social, and emotional
development, school readiness, and academic achievement. This book
examines the history of child care policy since 1969, including the
inside story of America's one great attempt to create a
comprehensive system of child care, its failure, and the lack of
subsequent progress. Identifying specific issues that persist
today, Zigler and his coauthors conclude with an agenda designed to
lead us successfully toward quality care for America's children.
This important text analyzes the relationship between child development research and the design and implementation of social policy concerning children and families. The editors have compiled contributions from leading experts in the fields of developmental psychology, psychiatry, public health, business, political science, and education. By so doing, they present a multidisciplinary account of the controversies and challenges that have emerged in the field of child development and social policy, and an analysis of recent changes in our national ethos toward children and families.
|
You may like...
Tenet
John David Washington, Robert Pattinson
Blu-ray disc
(1)
R54
Discovery Miles 540
|