Child Development and Social Policy: Knowledge for Action
For individuals in the U.S. & U.S. territories
Child Development and Social Policy: Knowledge for Action expands on Dr. Zigler's work in integrating the fields of child development and social policy, while using scientific knowledge for action as the model.
Contributors discuss these key questions:
- What are the most powerful research insights of the last 30 years that promote effective action for children and families?
- What are the most powerful constraints or limits of our knowledge base to promote effective action for children and families?
- What are the primary components of short-term research agenda to make the most powerful difference for children and families?
This edited volume focuses on both the influence of social policy on children’s development and the unique perspective, insight, and skills that developmentalists bring to this policy and its formation. Programs to ensure good beginnings for all children are discussed, while the needs of those who are most vulnerable are also addressed.
—J. Lawrence Aber and Deborah A. Phillips
I. Making History: Child Development and Social Policy
- Child Development Research and Public Policy: Triumphs and Setbacks on the Way to Maturity
—Deborah A. Phillips and Sally J. Styfco
- Policy Looking to Research
- Bridging the Gap Between Research and Child Policy Change: The Role of Strategic Communications in Policy Advocacy
—Janice Gruendel and J. Lawrence Aber
- Data for a Democracy: The Evolving Role of Evaluation in Policy and Program Development
—Kathleen McCartney and Heather B. Weiss
II. Ensuring Good Beginnings for All Children
- Forty Years of Research Knowledge and Use: From Head Start to Early Head Start and Beyond
—John M. Love, Rachel Chazan-Cohen, and Helen Raikes
- Beyond Baby Steps: Promoting the Growth and Development of U.S. Child Care Policy
—Susan Muenchow and Katherine W. Marsland
- From Visions to Systems of Universal Prekindergarten
—W. Steven Barnett, Kirsty C. Brown, Matia Finn-Stevenson, and Christopher Henrich
- Strategies to Ensure That No Child Starts From Behind
—Deborah Stipek and Kenji Hakuta
III. Addressing the Needs of the Most Vulnerable Children and Families
- Poverty and Child Development: New Perspectives on a Defining Issue
—J. Lawrence Aber, Stephanie M. Jones, and C. Cybele Raver
- Intervention and Policy Implications of Research on Neurobiological Functioning in Maltreated Children
- The Sexually Mature Teen as a Whole Person: New Directions in Prevention and Intervention for Teen Pregnancy and Parenthood
—Joseph P. Allen, Victoria Seitz, and Nancy H. Apfel
- Children in Foster Care
—Ellen E. Pinderhughes, Brenda Jones Harden, and Amanda E. Guyer
IV. Strengthening Children, Families, and Communities
- Parent Education: Lessons Inspired by Head Start
—Larue Allen, Anita Sethi, Sheila Smith, and Jennifer Astuto
- Mental Health: A Neglected Partner in the Healthy Development of Young Children
—Kathryn Taaffe McLearn, Jane Knitzer, and Alice S. Carter
- Family Support: A Force for Change
—Sharon Lynn Kagan and Bernice Weissbourd
- Using the Web to Disseminate Research and Affect Public Policy
—Fred Rothbaum, Nancy F. Martland, and Sandra J. Bishop-Josef
Epilogue: Combining Basic and Applied Science in Constructing Sound Social Policy
—Edward F. Zigler
About the Editors
J. Lawrence Aber, PhD, is a professor of applied psychology and public policy at New York University and academic director of its new Institute on Human Development and Contextual Change. His research examines the influence of poverty and violence at the family and community levels on the social, emotional, behavioral, cognitive, and academic development of children and youth.
Sandra J. Bishop-Josef, PhD, is the assistant director of the Edward Zigler Center in Child Development and Social Policy and an associate research scientist at the Child Study Center at Yale University. Her research interests include child maltreatment, child and family services, and the application of research to social policy.
Stephanie M. Jones, PhD, is an assistant professor of psychology at Fordham University. Her research tracks the longitudinal impact of broad ecological risks, such as poverty and exposure to community violence, on social–emotional problems and competencies in early childhood and adolescence. She also conducts evaluation studies of programs targeting emotional and behavioral problems of children at risk.
Kathryn Taaffe McLearn, PhD, is an adjunct professor of pediatrics at the University of North Carolina. Prior to that she was a research scientist at Columbia University, Mailman School of Public Health. Her research and policy interests focus on enhancing pediatric primary care to improve child health and development.
Deborah A. Phillips, PhD, is a professor of psychology at Georgetown University and associated faculty at the Georgetown Public Policy Institute as well as codirector of the Georgetown University Center for Research on Children in the United States. Her research focuses on the developmental effects of early childhood programs as well as issues associated with the child-care workforce.