This special issue includes new analyses of data from the Early Head Start Research and Evaluation (EHSRE) study. The goal of the issue is to further delineate how aspects of programs as well as family and contextual factors are implicated in the impact of Early Head Start on school readiness and parenting. The 4 sets of authors address the complex interplay of program, child, and family factors in quite divergent ways, with results offering new vantage points on how best to ensure that low-income children enter school ready to learn and on a trajectory of lifelong adaptive functioning.
ASJC Scopus subject areas
- Developmental and Educational Psychology