In this special section, we review new research on early childhood education.
Three longitudinal studies have demonstrated the lasting value of high-quality early education. So why isn't it offered to
all children who need it?
Begun in 1965, the U.S. Head Start program is still trying to find the best way to prepare poor children for school.
Joan Lombardi brings experience and energy to the Obama Administration's efforts to better coordinate federal children's health
and education programs.
The impacts of even the best preschool curricula are likely to be limited by toxic social stress on the developing brain.
Preschool can improve the abilities to pay attention, follow directions, and function in a group—skills that underlie future
success in school and life.
A teacher's ability to support language and conceptual knowledge can foster early language skills, providing a foundation
for later literacy.
Though young children have the capacity to learn mathematics, many lack opportunities, so there is much to gain and little
to lose from early math interventions.
Cognitive research has advanced understanding of children's scientific thinking, which informs how to teach science from preschool
to middle school.
Decades-long studies show that early education can produce a range of effects lasting well into adulthood, but the quality
and context of the programs are critical.
Some practices and situations are better than others when it comes to influencing public policy with early childhood education