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A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children (PDF)
By Center on the Developing Child at Harvard University , Ed.
August 2007

Summary: This report presents a framework to guide priorities for science-based early childhood policies and practices that are grounded in a combination of cutting-edge neuroscience, developmental-behavioral research, and program evaluation. Early experiences determine whether a child’s developing brain architecture provides a strong or weak foundation for all future learning, behavior, and health. High-quality health care and adequate nutrition before birth and after birth are fundamental to the promotion of healthy child development. Research points to four key challenges that are worthy of sustained attention: (1) matching supports and services to the needs and strengths of the children and families to be served; (2) paying careful attention to the quality of implementation when effective model programs are taken to scale; (3) developing new intervention strategies for children and families for whom conventional approaches appear to have minimal impact; and (4) providing an environment that supports ongoing, constructive evaluation and continuous program improvement.

Index Terms: Child Advocacy, Early Childhood Intervention, Outcomes, Policies, Behavior, Health, Learning

Publication Type: Reports (Descriptive)

Pages: 36 pages
Language: English
URL: http://www.developingchild.harvard.edu/content/downloads/Policy_Framework.pdf

Availability
Center on the Developing Child at Harvard University
50 Church Street, 4th Floor
Cambridge, Massachusetts 02138
617-496-2070
FAX: 617-496-1229
http://www.developingchild.harvard.edu/

 
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