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Processes of Early Childhood Interventions to Adult Well‐Being
Author(s) -
Reynolds Arthur J.,
Ou SuhRuu,
Mondi Christina F.,
Hayakawa Momoko
Publication year - 2017
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12733
Subject(s) - psychology , developmental psychology , psychological intervention , child development , childhood development , psychiatry
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.