Infants, Toddlers, and Families in Poverty
Research Implications for Early Child Care
Guilford Press – 2013 – 382 pages
Identifying factors related to poverty that affect infants, toddlers, and their families, this book describes promising early child care and intervention practices specifically tailored to these children and families' needs. Leading authorities from multiple disciplines present cutting-edge research and discuss the implications for practice and policy. Contributors review salient findings on attention, memory, language, self-regulation, attachment, physical health, family processes, and culture. The book considers the strengths and limitations of existing early intervention services for diverse populations and explores workable ways to improve them.
"Some of the best minds in the field explore the latest research on infants and toddlers in poverty, with a view toward how science can better inform policy. Our nation’s future depends on how well practitioners, developmental scientists, and policymakers learn from the broad spectrum of research and evaluation covered here." - W. Steven Barnett,National Institute for Early Education Research, Rutgers, The State University of New Jersey, USA
"This book features terrific reviews of the basic and applied science that can form the basis for designing effective programs for infants and toddlers from poor families. It makes a persuasive case for both center-based curricula taught by professionals and interventions to help struggling parents. Equalizing educational opportunity for the poor has been a major goal of the nation’s social policy for nearly a half-century, yet progress has been painfully slow to nonexistent. Interventions like those proposed in this volume could begin to alter this tragic record of failure." - Ron Haskins, The Brookings Institution, Washington, DC, USA
"This volume could not appear at a better – or worse – time, with rising numbers of infants and toddlers now living in poverty. Chapters comprehensively address important, interacting aspects of early development. The book represents a marriage of the best available research with practical implications for programs and policies. Researchers and early interventionists will benefit from this timely resource as they strive to produce better outcomes for our most vulnerable children." - Marilou Hyson, consultant, early childhood development and education
"Infant and toddler care has been relatively neglected in the literature, given all the attention to getting preschool children ready for school, so it was with considerable joy that I learned about this volume. The book is very thorough, including advances in developmental theory and research as well as implications for optimal group care. I will use this volume in graduate seminars and upper-division undergraduate courses. I can't wait to make it available to my predoctoral research students." - Carollee Howes, University of California, USA
"This volume assembles a dream team of contributors to confront the urgent need to direct cutting-edge science towards the design of early intervention programs. The result is a 'must read' that provides new insights about the key processes that the next generation of interventions needs to address. Topics range from caregiving that supports the development of attention and memory to ways to eradicate food insecurity and other sources of toxic stress. The book describes effective approaches including creative uses of pediatric health care settings, attachment-focused parenting interventions, and Web-based professional development strategies." - Deborah Phillips, Georgetown University, Washington, DC, USA
Introduction. 1. L. Aber, Poor and Low Family Incomes, Infant/Toddler Development, and the Prospects for Change: Back to the Future. Part 1. Cognitive Development. 2. J. Colombo, K.N. Kannass, D. Walker, C.C. Brez, The Development of Attention in Infancy and Early Childhood: Implications for Early Childhood and Early Intervention. 3. P.J. Bauer, Facilitating Learning and Memory in Infants and Young Children: Mechanisms and Methods. Part 2. Language Development. 4. K. Hirsh-Pasek, R. Michnick Golinkoff, How Babies Talk: Six Principles of Early Language Development. 5. E. Hoff, S. Place, Bilingual Language Learners. Part 3. Social-emotional Development. 6. C. Blair, D.J. Berry, A.H. Friedman, The Development of Self-regulation in Infancy and Early Childhood: An Organizing Framework for the Design and Evaluation of Early Care and Education Programs for Children in Poverty.7. J.E. Bates, Temperament as a Tool in Promoting Early Childhood Development. 8. L.J. Berlin, Leveraging Attachment Research to Re-vision Infant/Toddler Care for Poor Families. Part 4. Health and Physical Development. 9. R.C. Whitaker, R.A. Gooze, Nutrition and Physical Activity. 10. B.S. Zuckerman, Impact of Early Childhood on Health throughout the Lifespan. Part 5. Implications for Families. 11. N.J. Cabrera, An Ecological View of the Socialization Process of Latino Children. 12. B. Jones Harden, C. Monahan, M. Yoches, Infant/Toddler Care and High-risk Families: Quality Services for "Omitted" Children. Part 6. Infant/Toddler Care and Education. 13. J.M. Love, R. Chazan-Cohen, J. Brooks-Gunn, H. Raikes, C.A. Vogel, E. Eliason Kisker, Beginnings of School Readiness in Infant/Toddler Development: Evidence from Early Head Start. 14. J.J. Carta, C. Greenwood, K. Baggett, J. Buzhardt, D. Walker, Research-based Approaches for Individualizing Caregiving and Educational Interventions for Infants and Toddlers in Poverty, Conclusion. 15. S.L. Odom, E.P. Pungello, N. Gardner-Neblett, Translating Contemporary Developmental and Health Science: Designing an Early Childhood Program for Young Children and Their Families Living in Poverty.
Samuel L. Odom, PhD, is Director of the Frank Porter Graham Child Development Institute and Professor in the School of Education at the University of North Carolina at Chapel Hill, USA. Dr. Odom’s research interests include preschool prevention and school readiness, effectiveness of programs for children and youth with autism spectrum disorders, and early intervention for infants and toddlers with or at risk for disability
Elizabeth P. Pungello, PhD, is a Scientist at the Frank Porter Graham Child Development Institute, Research Associate Professor in the Developmental Psychology Program, and a Mentor Faculty member at the Center for Developmental Science at the University of North Carolina at Chapel Hill, USA. Her research revolves around the central theme of helping to close the achievement gap between at-risk and other children
Nicole Gardner-Neblett, PhD, is an Investigator at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill, USA, where her main focus is the Infant/Toddler Child Care initiative. Her research interests include the effects of parenting practices and the classroom context on children's language and literacy development