Processes of Early Childhood Interventions to Adult Well-Being

Autor/inn/en	Reynolds, Arthur J.; Ou, Suh-Ruu; Mondi, Christina F.; Hayakawa, Momoko
Titel	Processes of Early Childhood Interventions to Adult Well-Being
Quelle	In: Child Development, 88 (2017) 2, S.378-387 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12733
Schlagwörter	Child Development; Well Being; Prevention; Intervention; Longitudinal Studies; School Readiness; Generalization; Parent Child Relationship; Parent Participation; Academic Achievement; Remedial Instruction; Educational Attainment; Crime; Family Relationship; Program Effectiveness; Adults + Suchen Sie Ihr Suchwort? Kindesentwicklung; Well-being; Wellness; Wohlbefinden; Prävention; Vorbeugung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Readiness for school; School ability; Schulreife; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Schulleistung; Förderkurs; Bildungsabschluss; Bildungsgut; Crimes; Delict; Delicts; Delikt
Abstract	This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child-Parent Centers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01