Scale-up of Early Childhood Programs Must Be Informed by Research to Benefit Kids

By Maggie C. Kane, Reprinted from Child Trends Evidence-based early childhood programs such as prekindergarten, home visiting, and child care have the potential to change children’s lives and trajectories. Commonly cited research also estimates a return on investment of 7 to 13 percent for early childhood programs. However, challenges with scaling up these programs from […]

Strengthening Adult Capacities to Improve Child Outcomes

by Jack P. Shonkoff, Harvard University, From Achieving sustained prosperity in any society depends on building a strong foundation in all children in order to help them fulfill many roles: successful learners, healthy and productive workers, contributing members of their community, and effective parents of the next generation. Early childhood policies and programs contribute to […]

Short, compelling video explores how stress affects early cognitive development

InBrief: The Science of Early Childhood Development This edition of the InBrief series, from Harvard’s Center on the Developing Child, addresses basic concepts of early childhood development, established over decades of neuroscience and behavioral research, which help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society. View […]

Application of Child-Centered Play Therapy Principles to School-Based Mentoring Relationships

Although we typically focus on research in fields outside of but related to youth mentoring, this article brings principles from a related field – child-centered play therapy – and applied them to school-based mentoring. Frels, R.K. & Onwuegbuzie, A.J. (2012). Principles of play: A dialogical comparison of two case studies in school-based mentoring. International Journal […]