Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-v2bm5 Total loading time: 0 Render date: 2025-01-13T02:21:35.579Z Has data issue: false hasContentIssue false

5 - The Disconnect between Research and Policy on Child Care

Published online by Cambridge University Press:  03 December 2009

By
Deborah Phillips  and
Kathleen McCartney
Edited by
David B. Pillemer  and
Sheldon H. White
Deborah Phillips
Affiliation:
Department of Psychology, Georgetown University, Washington. DC
Kathleen McCartney
Affiliation:
Harvard Graduate School of Education, Cambridge, MA
David B. Pillemer
Affiliation:
University of New Hampshire
Sheldon H. White
Affiliation:
Harvard University, Massachusetts
Get access

Summary

Research and policy on child care have developed along parallel tracks. Their influence on each other has been modest, despite the shared historical context in which each has evolved. This stands in stark contrast to Head Start (Zigler & Valentine, 1979; Zigler & Muenchow, 1992), a product of the 1960s and the War on Poverty, in which policymakers engaged researchers in a variety of roles, from designers to evaluators. Today, these roles have converged into what White and Phillips characterize as “a virtual industry of Head Start research,” an industry that continues to be closely aligned with the policy community surrounding the program (2001, p. 83). The origins of modern-day child-care policy and research can also be traced back to the mid-1960s, when maternal employment and child-care usage began their steep upward trajectories. Why have research and policy on child care remained separate endeavors? Why has the relation between them evolved so differently from that between research and policy on Head Start? Can we hope for greater convergence in the years ahead?

To explore these questions about the disconnect between research and policy on child care, we begin by acknowledging the differing ways in which scientists and politicians think about child care. We then offer brief histories of child-care policy and research, which illustrate the mismatch between the central concerns and incentives guiding these two “distinct cultures,” described by Shonkoff (2000). Next, we apply the roles for developmentalists outlined by White and Phillips (2001) for Head Start to child care.

Type
Chapter
Information
Developmental Psychology and Social Change
Research, History and Policy
 , pp. 104 - 139
Publisher: Cambridge University Press
Print publication year: 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ahnert, L., & Lamb, M. E., (2003). Shared care: Establishing a balance between home and child care settings. Child Development 74, 1044–1049CrossRefGoogle ScholarPubMed
Barnett W. S. (1998). Long-term effects on cognitive development and school success. In Barnett, W. S. & Boocock, S. S. (Eds.), Early Care and Education for Children in Poverty: Promises, Programs, and Long-Term Results (pp. 11–44). Albany: State University of New York
Belsky, J., (1986). Infant day care: A cause for concern?. Bulletin of the National Center for Clinical Infant Programs 7, 1, 1–7Google Scholar
Belsky, J., (1987). Risks remain. Bulletin of the National Center for Clinical Infant Programs 7, 3, 22–24Google Scholar
Belsky, J., & Steinberg, L., (1978). The effects of daycare: A critical review. Child Development 49, 929–949CrossRefGoogle Scholar
Bereiter, C., & Englemann, S. (1966). Teaching Disadvantaged Children in the Preschool. Englewood Cliffs, NJ: Prentice-HallGoogle Scholar
Blank, R. M., & Haskins, R. (Eds.). (2001). The New World of Welfare. Washington, DC: Brookings Institution PressGoogle Scholar
Blau, D. M. (1997). The production of quality in child care centers. Journal of Human Resources 32, 354–386CrossRefGoogle Scholar
Blau, D. M. (2001). The Child Care Problem: An Economic Analysis. New York: Russell Sage FoundationGoogle Scholar
Bloom, B. S. (1994). Stability and Change in Human Characteristics. New York: WileyGoogle Scholar
Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge, MA: Harvard University PressGoogle Scholar
Bruer, J. (1999). The Myth of the First Three Years of Life. New York: Free PressGoogle Scholar
Bryant, D. M., Burchinal, M., Lau, L. B., & Sparling, J. J., (1994). Family and classroom correlates of Head Start children's developmental outcomes. Early Childhood Research Quality 9, 289–309CrossRefGoogle Scholar
Burchinal, M. R., Roberts, J. E., Nabors, L. Q., & Bryant, D. M. (1994). Quality of center child care and infant cognitive and language development. Child Development 67, 606–620CrossRefGoogle Scholar
Cahan, E. (1989). Past Caring: A History of U.S. Preschool Care and Education for the Poor, 1820–1965. New York: National Center for Children in PovertyGoogle Scholar
Caldwell, B. M., (1991). Educare: New product, new future. Journal of Developmental and Behavioral Pediatrics 12, 3, 199–205CrossRefGoogle ScholarPubMed
Caldwell, B. M. (1998). Child Care Research: Past, Present, and Future. Unpublished manuscript, University of ArkansasGoogle Scholar
Caldwell, B. M., & Freyer, M. (1982). Day care and early education. In Spodek, B. (Ed.), Handbook of Research in Early Childhood Education (pp. 341–373). New York: Free PressGoogle Scholar
Caldwell, B. M., & Richmond, J. B, (1965). Programmed day care for the very young child–A preliminary report. Child Welfare 44, 134–142Google Scholar
Campbell, F. A., & Ramey, C. T., (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-incomes families. Child Development 65, 684–698CrossRefGoogle Scholar
Carnegie Task Force on Meeting the Needs of Young Children. (1994). Starting Points: Meeting the Needs of Our Youngest Children. New York: Carnegie Corporation of New York
Caughy, M. O., DiPietro, J. A., & Strobino, D. M., (1994). Day-care participation as a protective factor in the cognitive development of low-income children. Child Development 65, 457–471CrossRefGoogle ScholarPubMed
Clarke-Stewart, K., Vandell, D. L., Burchinal, M., O'Brien, M., & McCartney, K., (2002). Do regulatable features of child-care homes affect children's development?. Early Childhood Research Quarterly 17, 52–86CrossRefGoogle Scholar
Cohen, S. S. (2001). Championing Child Care. New York: Columbia University PressCrossRefGoogle Scholar
Coley, R. L., Chase-Lansdale, P. L., & Li-Grining, C. P. (2001). Child Care in the Era of Welfare Reform: Quality, Choices, and Preferences. (Policy Brief No. 01–4). Baltimore, MD: Johns Hopkins University, Welfare, Children, and Families: A Three-City StudyGoogle Scholar
Collins, A. M., Layzer, J. I., Kreader, J. L.. (2000). National Study of Child Care for Low-Income Families: State and Community Substudy Interim Report. Prepared for the U.S. Department of Health and Human Services, Administration for Children and Families. Cambridge, MA: Abt AssociatesGoogle Scholar
Crockenberg, S. C. (2003). Rescuing the baby from the bathwater: How gender and temperament (may) influence how child care affects child development. Child Development 74, 1034–1038CrossRefGoogle ScholarPubMed
DHHS (2002). Fourth Annual TANF Report to Congress
Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). The Hundred Languages of Children: The Reggio Emilia Approach–Advanced Reflections. Westport, CT: Ablex
Fabes, R. A., Martin, C. L., Hanish, L. D., & Updegraff, K. A., (2000). Criteria for evaluating the significance of developmental research in the twenty-first century: Force and counterforce. Child Development 71, 212–221CrossRefGoogle ScholarPubMed
Fein, G., & Fox, N. (Eds.). (1988). Infant day care [Special Issue]. Early Childhood Research Quarterly 3, 3, 227–336CrossRefGoogle Scholar
Galinsky, E., Howes, C., Kontos, S., & Shinn, M. (1994). The Study of Children in Family Child Care and Relative Care. New York: Families and Work InstituteGoogle Scholar
Gardner, H., (1993). Complementary perspectives on Reggio Emilia. In Edwards, C., Gandini, L., & Forman, G. (Eds.), The Hundred Languages of Children (pp. ix–xiii). Norwood, NJ: AblexGoogle Scholar
Gormley, W. T., & Gayer, T. (2005). Promoting school readiness in Oklahoma: An evaluation of Tulsa's pre-K program. Journal of Human Resources
Gormley, W. T., & Phillips, D. (2003). The Effects of Universal pre-K in Oklahoma: Research Highlights and Policy Implications. CROCUS Working Paper # 2. Washington, DC: Georgetown UniversityGoogle Scholar
Gormley, W. T. (1995). Everybody's Children: Child Care as a Public Problem. Washington, DC: Brookings InstitutionGoogle Scholar
Gray, S. W., & Klaus, R. A., (1965). An experimental preschool program for culturally deprived children. Child Development 36, 887–898CrossRefGoogle ScholarPubMed
Greenberg, P., (1969/1990a). The Devil Has Slippery Shoes: A Biased Biography of the Child Development Group of Mississippi (CDGM): A Story of Maximum Feasible Poor Parent Participation. Washington, DC: Youth Policy Institute. (Original work published 1969.)Google Scholar
Greenberg, P., (1990b). Head Start part of a multi-pronged anti-poverty effort for children and their families … Before the beginning: A participants' view. Young Children 45, 41–52Google Scholar
Grubb, W. N., & Lazerson, M. (1982). Broken Promises: How Americans Fail Their Children. New York: Basic BooksGoogle Scholar
Harms, T., & Clifford, R. M. (1980). The Early Childhood Environment Rating Scale. New York: Teachers College PressGoogle Scholar
Harvard University Project Zero and Reggio Children (2001). Making Learning Visible. Cambridge, MA: Project Zero
Hayes, C. D. (Ed.). (1982). Making Policies for Children: A Study of the Federal Process. Washington, DC: National Academy PressGoogle Scholar
Helburn, S. W., & Bergmann, B. R. (2002). American's Childcare Problem. New York: PalgraveGoogle Scholar
Hofferth, S. L. (1993). The 101st Congress: An emerging agenda for children in poverty. In Chafel, J. (Ed.), Child Poverty and Public Policy (pp. 203–243). Washington, DC: Urban Institute PressGoogle Scholar
Howes, C., (1983). Caregiver's behavior in center and family day care. Journal of Applied Developmental Psychology 4, 99–107CrossRefGoogle Scholar
Howes, C., Smith, E., & Galinsky, E. (1995). The Florida Child Care Quality Improvement Study. New York: Families and Work InstituteGoogle Scholar
Hunt, J. McV. (1961). Intelligence and Experience. New York: Ronald PressGoogle ScholarPubMed
Joffe, C. (1977). Friendly Intruders: Child Care Professional and Family Life. Berkeley, CA: University of California PressGoogle Scholar
Kagan, J. (1998). Three Seductive Ideas. Cambridge, MA: Harvard University PressGoogle Scholar
Kamerman, S. B. (1995). Child and family policy: An international overview. In Zigler, E., Kagan, S. L., & Hall, N. W. (Eds.), Children, Families, and Government (pp. 31–50). New York: Cambridge University PressGoogle Scholar
Kamerman, S. B., & Kahn, A. J. (1987). Child Care: Facing the Hard Choices. Dover, MA: Auburn HouseGoogle Scholar
Katz, L. (1993). What can we learn from Reggio Emilia? In Edwards, C., Gandini, L., & Forman, G. (Eds.), The Hundred Languages of Children (pp. 19–37). Norwood, NJ: AblexGoogle Scholar
Keyserling, M. D. (1972). Windows on Day Care. New York: National Council of Jewish WomenGoogle Scholar
Lamb, M. E. (1998). Nonparental child care: Context, quality, correlates, and consequences. In Damon, W. (Ed.), Handbook of Child Psychology: Vol. 4 (pp. 73–133). New York: WileyGoogle Scholar
Layzer, J. I., Goodson, B. D., Bernstein, L., & Price, C. (2001). National Evaluation of Family Support Programs, Final Report Volume A: The Meta-Analysis. Cambridge, MA: Abt AssociatesGoogle Scholar
Love, J. M., Harrison, L., Sagi-Schwartz, A., Ijzendoorn, M. H., Ross, C., Ungerer, J. A., et al. (2003). Child care quality matters: How conclusions may vary with context. Child Development 74, 1021–1033CrossRefGoogle ScholarPubMed
McBride, B. A., (1996). University-based child development laboratory programs: Emerging issues and challenges. Early Childhood Education Journal 24, 17–21CrossRefGoogle Scholar
McCartney, K. (in press). The family-child care mesosystem. In Clarke-Stewart, K. A. & Dunn, J. (Eds.), New York: Cambridge University Press
McCartney, K., & Galanopoulos, A. (1988). Child care and attachment: A new frontier the second time around. American Journal of Orthopsychiatry 58, 16–24CrossRefGoogle ScholarPubMed
McCartney, K., & Rosenthal, R., (2000). Effect size, practical importance, and social policy for children. Child Development 71, 173–180CrossRefGoogle ScholarPubMed
McCartney, K., Scarr, S., Phillips, D., Grajek, S., & Schwarz, J. C. (1982). Environmental differences among day care centers and their effects on children's development. In Zigler, E. F. & Gordon, E. W. (Eds.), Day Care: Scientific and Social Policy Issues (pp. 135–156). Boston: Auburn HouseGoogle Scholar
McClelland, G. H., & Judd, C. M., (1993). Statistical difficulties of detecting interactions and moderator effects. Psychological Review 114, 376–390Google ScholarPubMed
Michel, S., (1999). Children's Interests/Mother's Rights: The Shaping of America's Child Care Policy. New Haven, CT: Yale University PressGoogle Scholar
Modigliani, K., & Bromer, J. (1997). The Providers' Self-Study Workbook: Quality Standards for NAFCC Accreditation. Boston, MA: Wheelock Family Child Care ProjectGoogle Scholar
Mondale, W. F. (2001, November). Politics and the Well-Being of Children. Presentation at the Mondale Lectures on Public Service. Minneapolis, MN: University of MinnesotaGoogle Scholar
Morris, P. A., Huston, A. C., Duncan, G. J., Crosby, D. A., & Bos, J. M. (2001, March). How Welfare and Work Policies Affect Children: A Synthesis of Research. NY: Manpower Demonstration Research CorpGoogle Scholar
Nelson, J. R. (1982). The Federal Interagency Day Care Requirements. In Hayes, C. D. (Ed.), Making Policies for Children: A Study of the Federal Process (pp. 151–199). Washington, DC: National Academy PressGoogle Scholar
Newcombe, N. S. (2003). Some controls control too much. Child Development 74, 1050–1052CrossRefGoogle ScholarPubMed
NICHD Early Child Care Research Network. (1996). Characteristics of infant child care: Factors contributing to positive caregiving. Early Childhood Research Quarterly 11, 269–306CrossRef
NICHD Early Child Care Research Network. (1997a). The effects of infant child care on infant–mother attachment security: Results of the NICHD Study of Early Child Care. Child Development 68, 860–879
NICHD Early Child Care Research Network. (1997b). Poverty and patterns of child care. In Brooks-Gunn, J. & Duncan, G. (Eds.). Consequences of Growing Up Poor (pp. 100–131). New York: Russell Sage FoundationGoogle Scholar
NICHD Early Child Care Research Network. (1998). Early child care and self-control, compliance and problem behavior at twenty-four and thirty-six months. Child Development 69, 3, 1145–1170
NICHD Early Child Care Research Network. (1999). Child outcomes when child care center classes meet recommended standards for quality. American Journal of Public Health 89, 1072–1077CrossRef
NICHD Early Child Care Research Network. (2000a). The relation of child care to cognitive and language development. Child Development 71, 960–980CrossRef
NICHD Early Child Care Research Network. (2000b). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Science 4, 116–135CrossRef
NICHD Early Child Care Research Network. (2001a, April). Quality of child care and child outcomes. Paper presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, Minnesota
NICHD Early Child Care Research Network. (2001b, April). Further exploration of the detected effects of quantity of early child care on socioemotional adjustment. Paper presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, Minnesota
NICHD Early Child Care Research Network. (2002a). The NICHD Study of Early Child Care: Contexts of development and developmental outcomes over the first seven years of life. In Brooks-Gunn, J. and Berlin, L. J. (Eds.), Young Children's Education, Health, and Development: Profile and Synthesis Project. Washington, DC: U.S. Department of Education
NICHD Early Child Care Research Network. (2002b). Child-care structure → process → outcome: Direct and indirect effects of child-care quality on young children's development. Psychological Science 13, 199–206CrossRef
NICHD Early Child Care Research Network. (2002c). Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal 39, 133–164CrossRef
National Research Council (1978). The Federal Investment in Knowledge of Social Problems. Vol. 1: Study Project Report. Study Project on Social Research and Development, Assembly of Behavioral and Social Sciences. Washington, DC: National Academy of Sciences
Osborn, D. K. (1991). Early Childhood Education in Historical Perspective (3rd ed.). Athens, GA: Education AssociatesGoogle Scholar
Peisner-Feinberg, E. S., & Burchinal, M. R. (1997). Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study. Merrill–Palmer Quarterly 43, 451–477Google Scholar
Phillips, D., (1984). Day care: Promoting collaboration between research and policymaking. Journal of Applied Developmental Psychology 5, 91–113CrossRefGoogle Scholar
Phillips, D. (1991). With a little help: Children in poverty and child care. In Huston, A. (Ed.), Children in Poverty: Child Development and Public Policy (pp. 158–189). New York: Cambridge University PressGoogle Scholar
Phillips, D. (2001, November). Child Care: Then and Now. Presentation at the Mondale Lectures on Public Service. Minneapolis, MN: University of MinnesotaGoogle Scholar
Phillips, D., & Adams, G., (2001). Child care for our youngest children. The Future of Children 11, 1, 53–62CrossRefGoogle ScholarPubMed
Phillips, D., & Cabrera, N. (1996). Beyond the Blueprint: Directions for Research on Head Start Families. Washington, DC: National Academy PressGoogle Scholar
Phillips, D., & Whitebook, M. (2003, April) Who Leaves? Who Stays? Stability and Quality of the Child Care Workforce through Time. Paper presented at the meetings of the Society for Research in Child Development, Tampa, FL, April 24–27, 2003
Phillips, D. & Zigler, E. (1987). The checkered history of federal child care regulation. In Rothkopf, E. (Ed.), Review of Research in Education (Vol. 14, pp. 3–41). Washington, DC: American Educational Research AssociationGoogle Scholar
Phillips, D., Crowell, N., & Whitebook, M. (2003, April). Who Leaves? Who Stays? The Child Care Workforce over Time. Paper presented at the Meeting of the Society for Research in Child Development, Tampa, FL, April 24–27, 2003
Phillips, D., Lande, J., & Goldberg, M., (1990). The state of child care regulation: A comparative analysis. Early Childhood Research Quarterly 5, 151–179CrossRefGoogle Scholar
Phillips, D., McCartney, K., Scarr, S., & Howes, C., (1987). Selective review of infant day care research: A cause for concern. Bulletin of the National Center for Clinical Infant Programs 7, 3, 18–21Google Scholar
Phillips, D., Mekos, M., Scarr, S., McCartney, & K.Abbott-Shim, M. (2001). Within and beyond the classroom door: Assessing quality in child care centers. Early Childhood Research Quarterly 15, 475–496CrossRefGoogle Scholar
Phillips, D., Voran, M., Kisker, E., Whitebook, M., & Howes, C. (1994). Child care for children in poverty: Opportunity or inequity?. Child Development 65, 472–492CrossRefGoogle ScholarPubMed
Phillips, D., Whitebook, M., & Howes, C., (1992). The social policy context of child care: Effects on quality. American Journal of Community Psychology 20, 1, 25–51CrossRefGoogle ScholarPubMed
Prewitt, K. (1983). Subverting policy premises. In Callahan, D. & Jennings, B. (Ed.), Ethics, the Social Sciences, and Policy Analysis (pp. 293–304). New York: Plenum PressCrossRefGoogle Scholar
Public Agenda (2000). Necessary Compromises: How Parents, Employers, and Children's Advocates View Child Care Today. New York: Public Agenda
Ramey, C. T., & Ramey, S. L., (1990). Intensive educational intervention for children of poverty. Intelligence 14, 1–9CrossRefGoogle Scholar
Reed, M. E., & Raymond, E. M., (1929). Day Nurseries, Nursery Schools, and Kindergartens in Six Settlements in New York City. National Federation of Settlements and Neighborhood Centers collection, supp. 1, box 109, folder 15., SWHA
Rothman, S. M. (1973). Other people's children: The day-care experience in America. The Public Interest 30
Ruopp, R., Travers, J., Glantz, F., & Coelen, G. (1977). Children at the Center. Cambridge, MA: Abt AssociatesGoogle Scholar
Scarr, S. (1999, April). What Can We Tell Working Parents? Paper presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM
Shonkoff, J. P., (2000). Science, policy, and practice: Three cultures search of a shared mission. Child Development 71, 1, 181–187CrossRefGoogle ScholarPubMed
Shonkoff, J., & Phillips, D. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy PressGoogle Scholar
Smith, S. (Discussant). (1999, April). Selection Issues in Child Care: Estimating the Effects of Child Care on Child Outcomes. Paper presented at the biennial meetings of the Society for Research in Child Development, Albuquerque, NM
Steinfels, M. O. (1973). Who's Minding the Children: The History and Politics of Day Care in America. New York: Simon and SchusterGoogle Scholar
Sylvester, K., (2001). Caring for our youngest: Public attitudes in the United States. The Future of Children 11, 1, 53–61CrossRefGoogle ScholarPubMed
Tank, R. M. (1980). Young Children, Families, and Society in America Since the 1820s: The Evolution of Health, Education, and Child Care Programs for Preschool Children. (Ann Arbor: University Microfilms International, 1980), 356–59Google Scholar
Thompson, R. A., & Nelson, C. A., (2001). Developmental science and the media: Early brain development. American Psychologist 56, 1, 1–11CrossRefGoogle ScholarPubMed
Vinofskis, M., (1999). Do federal compensatory education programs really work? A brief historical analysis of Title I and Head Start. American Journal of Education 107, 187–209CrossRefGoogle Scholar
Washington Post, Kaiser Family Foundation, and Harvard University (2000, September). Issues in the 2000 Election: Values. Menlo Park, CA: Kaiser Family Foundation
Weiss, C. H. (1980). Social Science Research and Decision Making. New York: Columbia University PressGoogle Scholar
West, K. K., Hauser, R. M., & Scanlan, T. M. (1998), Longitudinal Surveys of Children. Washington, DC. : National Academy PressGoogle Scholar
White, S. (2002, June). Towards a Politics of Science for Developmental Psychology. Presentation at the conference, “Developmental Psychology and the Social Changes of our Time,” Wellesley, MA
White, S. H., & Phillips, D. A. (2001). Designing Head Start: Roles played by developmental psychologists. In Featherman, D. L. & Vinovskis, M. A. (Eds.), Social Science and Policy-Making (pp. 83–118). Ann Arbor, MI: University of Michigan PressCrossRefGoogle Scholar
Whitebook, M. (2001). Working for Worthy Wages: The Child Care Compensation Movement, 1970–2001. Foundation for Child Development, Working Paper Series. New York: Foundation for Child DevelopmentGoogle Scholar
Whitebook, M., Howes, C., & Phillips, D. (1990). Who Cares? Child Care Teachers and the Quality of Care in America. Final report of the National Child Care Staffing Study. Oakland, CA: Child Care Employee ProjectGoogle Scholar
Whitebook, M., Howes, C., & Phillips, D. (1998). Worthy Work Unliveable Wages The National Child Care Staffing Study, 1988–1997. Washington DC: ZCenter for the Child Care Work ForceGoogle Scholar
Zaslow, M. J., Moore, K. A., Tout, K., Scarpa, J., & Vandivere, S., (2002). How are children faring under welfare reform: Emerging patterns. In Weil, A. & Finegold, K. (Eds.), Welfare Reform: The Next Act (pp. 79–101). Washington, DC: The Urban InstituteGoogle Scholar
Zigler, E., & Freedman, J. (1987). Early experience, malleability, and Head Start. In Gallagher, J. and Haskins, R. (Eds.), The Malleability of Children (pp. 85–95). Baltimore: BrooksGoogle Scholar
Zigler, E., & Muenchow, S. (1992). Head Start: The Inside Story of America's Most Successful Educational Experiment. New York: Basic BooksGoogle Scholar
Zigler, E., & Valentine, J. (Eds.). (1979). Project Head Start: A Legacy of the War on Poverty. New York: Free PressGoogle Scholar
Zigler, E., & Styfco, S. J., (1994). Is the Perry preschool better than Head Start? Yes and no. Early Childhood Research Quarterly 9, 269–287CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×