Promoting children’s socioemotional development in contexts of early educational intervention and care: A review of the impact of federally-funded research initiatives on young children’s school readiness: Policy brief prepared for the U.S Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (ASPE), and the Administration for Children and Families Office of Planning Research and Evaluation (OPRE)

Research output: Working paper

Abstract

Recent findings in applied developmental science highlight ways that children’s socioemotional development may play an important foundational role for later chances of school success. Children’s social skills and emotional and behavioral adjustment have been identified as particularly important sources of support for low-income children facing higher risk of school failure. The following report reviews selected models and methods in applied developmental science that focus on young children’s socioemotional development. It then reviews recent findings from a large number of randomized trials as well as nonexperimental studies and places those findings in the context of applied developmental science. Lessons learned regarding ways to strengthen children’s school readiness will be discussed.
Original languageEnglish (US)
PublisherUS Department of Health and Human Services
StatePublished - 2008

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Cite this

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title = "Promoting children’s socioemotional development in contexts of early educational intervention and care: A review of the impact of federally-funded research initiatives on young children’s school readiness: Policy brief prepared for the U.S Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (ASPE), and the Administration for Children and Families Office of Planning Research and Evaluation (OPRE)",
abstract = "Recent findings in applied developmental science highlight ways that children’s socioemotional development may play an important foundational role for later chances of school success. Children’s social skills and emotional and behavioral adjustment have been identified as particularly important sources of support for low-income children facing higher risk of school failure. The following report reviews selected models and methods in applied developmental science that focus on young children’s socioemotional development. It then reviews recent findings from a large number of randomized trials as well as nonexperimental studies and places those findings in the context of applied developmental science. Lessons learned regarding ways to strengthen children’s school readiness will be discussed.",
author = "CC Raver",
note = "Working Paper prepared for A Working Meeting on Recent School Readiness Research: Guiding the Synthesis of Early Childhood Research Washington, DC October 21-22, 2008 This paper is part of a series of working papers prepared for a meeting sponsored by the U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (ASPE) and the Administration for Children and Families, Office of Planning, Research, and Evaluation (OPRE). Abt Associates Inc and the National Center for Children in Poverty (NCCP) were funded to convene the meeting.",
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