Book contents
- Frontmatter
- Contents
- Contributors
- Foreword: The Essential Role of Youth Development by Robert H. Bruininks
- Acknowledgments
- 1 Early Childhood Development and Human Capital
- PART I PRENATAL AND INFANT PROGRAMS
- PART II PRESCHOOL EDUCATION
- 6 Project Head Start: Quality and Links to Child Outcomes
- 7 The Challenge of the HighScope Perry Preschool Study
- 8 Impacts and Implications of the Child-Parent Center Preschool Program
- 9 Small Miracles in Tulsa: The Effects of Universal Pre-K on Cognitive Development
- 10 Lessons From the Evaluation of the Great Start Readiness Program (GSRP): A Longitudinal Evaluation
- 11 Abbott Preschool Program Longitudinal Effects Study Year One Findings
- Commentary: Are We Promising Too Much for Preschool Education Programs?
- PART III KINDERGARTEN AND EARLY SCHOOL-AGE SERVICES AND PRACTICES
- PART IV ECONOMIC SYNTHESES OF EARLY CHILDHOOD INVESTMENTS
- Appendix Question-and-Answer Sessions
- Name Index
- Subject Index
- References
8 - Impacts and Implications of the Child-Parent Center Preschool Program
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- Contributors
- Foreword: The Essential Role of Youth Development by Robert H. Bruininks
- Acknowledgments
- 1 Early Childhood Development and Human Capital
- PART I PRENATAL AND INFANT PROGRAMS
- PART II PRESCHOOL EDUCATION
- 6 Project Head Start: Quality and Links to Child Outcomes
- 7 The Challenge of the HighScope Perry Preschool Study
- 8 Impacts and Implications of the Child-Parent Center Preschool Program
- 9 Small Miracles in Tulsa: The Effects of Universal Pre-K on Cognitive Development
- 10 Lessons From the Evaluation of the Great Start Readiness Program (GSRP): A Longitudinal Evaluation
- 11 Abbott Preschool Program Longitudinal Effects Study Year One Findings
- Commentary: Are We Promising Too Much for Preschool Education Programs?
- PART III KINDERGARTEN AND EARLY SCHOOL-AGE SERVICES AND PRACTICES
- PART IV ECONOMIC SYNTHESES OF EARLY CHILDHOOD INVESTMENTS
- Appendix Question-and-Answer Sessions
- Name Index
- Subject Index
- References
Summary
INTRODUCTION
Preschool programs are widely considered to be one of the most effective ways to enhance children's well-being (Reynolds, Wang, & Walberg, 2003). Their unique attraction is the documented evidence that programs high in quality have enduring effects and high economic returns. The prominent status of the early education field provides an opportunity to highlight recent findings and emerging research directions. Four questions have received renewed attention:
Do the effects of large-scale public programs endure? Can these programs have an impact on broader health and well-being?
What are the causal mechanisms that promote long-term effects?
What is the evidence in support of cost effectiveness?
What are the key principles for enhancing program effectiveness?
In this chapter, we report findings from the Chicago Longitudinal Study of the Child-Parent Center (CPC) preschool program to address these questions and illustrate advances in the field for enhancing effectiveness. The CPC program is especially relevant to early childhood policy. As the second oldest federally funded preschool program, CPC has been implemented successfully in the Chicago public schools for four decades. In contrast to many others, the CPC program is a sustained intervention funded and administered through public schools. Funded by Title I of the Elementary and Secondary Education Act (now the No Child Left Behind Act), the program is also innovative in its approach to education. It blends an instructional philosophy of literacy and school readiness with intensive services for parents to strengthen the family–school relationship.
- Type
- Chapter
- Information
- Childhood Programs and Practices in the First Decade of LifeA Human Capital Integration, pp. 168 - 187Publisher: Cambridge University PressPrint publication year: 2010
References
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