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Review
. 2017 Mar;88(2):378-387.
doi: 10.1111/cdev.12733. Epub 2017 Feb 13.

Processes of Early Childhood Interventions to Adult Well-Being

Arthur J Reynolds  1 , Suh-Ruu Ou  1 , Christina F Mondi  1 , Momoko Hayakawa  1
Affiliations
Review

Processes of Early Childhood Interventions to Adult Well-Being

Arthur J Reynolds et al. Child Dev. 2017 Mar.

Abstract

This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child-Parent Centers.

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Figures

Figure 1
Figure 1
Three Processes from Early Childhood Intervention to Adult Well-Being. Adapted from 5HM (Reynolds, 2012), motivational advantage and social adjustment also contribute to impacts (see Appendix).
See this image and copyright information in PMC

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