Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-28T00:29:06.613Z Has data issue: false hasContentIssue false
  • English
  • Français

The value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler

Published online by Cambridge University Press:  15 January 2021

Lisa J. Berlin Open the ORCID record for Lisa J. Berlin [Opens in a new window]
Lisa J. Berlin*
Affiliation:
University of Maryland School of Social Work, Baltimore, MD, USA
*
Author for Correspondence: Lisa Berlin, University of Maryland School of Social Work, Baltimore, MD, 21201; E-mail: [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

Edward Zigler pioneered and insisted upon the integration of science, practice, and policy development to support vulnerable children and families, reduce poverty, and improve US wellbeing, writ large. His far-reaching scholarship in turn critically shaped developmental science and US policy in multiple areas. This review reflects upon Zigler's influence on US child care, Head Start, Early Head Start, and prekindergarten programs. It describes the integration of one major area of developmental science, the field of attachment theory, research, and intervention, with US child care and early childhood education programs and policy. The integration of attachment into these systems not only epitomizes Zigler's overarching canon but also has improved services and advanced attachment theory and research. Throughout the review, I suggest next steps for leveraging attachment theory, research, and intervention to improve US child care and early childhood education systems in ways that both reflect and carry forward the legacy of Edward Zigler.

Keywords

attachmentchild careHead StartprekindergartenZigler
Type
Special Issue Article
Information
Development and Psychopathology , Volume 33 , Special Issue 2: Honoring the Legacy of Ed Zigler's Lifetime Contributions to Science, Society, and Child Wellbeing , May 2021 , pp. 545 - 553
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

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

Aber, J. L., & Zigler, E. (1981). Developmental considerations in the definition of child maltreatment. New Directions for Child & Adolescent Development, 1981, 1–29.CrossRefGoogle Scholar
Ahnert, L., & Lamb, M. E. (2003). Shared care: Establishing a balance between home and child care settings. Child Development, 74, 1044–1049. doi:10.1111/1467-8624.00587CrossRefGoogle ScholarPubMed
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
Aparicio, E. M., Denmark, N., Berlin, L. J., & Jones Harden, B. (2016). First-generation Latina mothers’ experiences of supplementing home-based Early Head Start with the Attachment and Biobehavioral Catch-up program. Infant Mental Health Journal, 37, 537–548. doi:10.1002/imhj.21586CrossRefGoogle ScholarPubMed
Bakermans-Kranenburg, M. J., van IJzendoorn, M. H., & Juffer, F. (2003). Less is more: Meta-analyses of sensitivity and attachment interventions in early childhood. Psychological Bulletin, 129, 195–215. doi:10.1037/0033-2909.129.2.195CrossRefGoogle ScholarPubMed
Berlin, L. J. (2012). Leveraging attachment research to re-vision infant/toddler care for poor families. In Odom, S. L., Pungello, E. P., & Gardner-Neblett, N. (Eds.), Infants, toddlers, and families in poverty: Research implications for early child care (pp. 178–201). New York, NY: Guilford Press.Google Scholar
Berlin, L. J., Martoccio, T. L., Bryce, C. I., & Jones Harden, B. (2019). Improving infants’ stress-induced cortisol regulation through attachment-based intervention: A randomized controlled trial. Psychoneuroendocrinology, 103, 225–232. doi:10.1016/j.psyneuen.2019.01.005CrossRefGoogle ScholarPubMed
Berlin, L. J., Martoccio, T. L., & Jones Harden, B. (2018). Improving Early Head Start's impacts on parenting through attachment-based intervention: A randomized controlled trial. Developmental Psychology, 54, 2316–2327. doi:10.1037/dev0000592CrossRefGoogle ScholarPubMed
Berlin, L. J., Shdaimah, C. S., Goodman, A., & Slopen, N. (2020). “I‘m literally drowning”: A mixed-methods exploration of infant-toddler child care providers’ wellbeing. Early Education and Development, 31(7), 1071–1088. doi:10.1080/10409289.2020.1766915CrossRefGoogle Scholar
Berlin, L. J., West, A., & Jones Harden, B. (in press). Attachment and early home visiting: Toward a more perfect union. In Thompson, R. A., Simpson, J., & Berlin, L. J. (Eds.), Attachment: The fundamental questions. New York, NY: Guilford Press.Google Scholar
Brauner, J., Gordic, B., & Zigler, E. (2004). Putting the child back into child care: Combining care and education for children ages 3-5. Society for Research in Child Development Social Policy Report, 18, 3.Google Scholar
Brooks-Gunn, J., Love, J. M., Raikes, H. H., & Chazen-Cohen, R. (2013). Conclusions and implications. What makes a difference: Early head start evaluation findings in a developmental context. Monographs of the Society for Research in Child Development, 78, 130–143. doi:10.1111/j.1540-5834.2012.00699.xCrossRefGoogle Scholar
Burchinal, M. (2018). Measuring early care and education quality. Child Development Perspectives, 12, 3–9. doi:10.1111/cdep.12260CrossRefGoogle Scholar
Burrell, L., McFarlane, E., Tandon, D., Fuddy, L., & Duggan, A. (2009). Home visitor relationship security: Association with perceptions of work, satisfaction, and turnover. Journal of Human Behavior in the Social Environment, 19, 592–610. doi:10.1080/10911350902929005CrossRefGoogle Scholar
Caron, E., Roben, C. K. P., Yarger, H. A., & Dozier, M. (2018). Novel methods for screening: Contributions from Attachment and Biobehavioral Catch-up. Prevention Science, 19, 894–903. doi:10.1007/s11121-018-0894-5..CrossRefGoogle ScholarPubMed
Cassidy, J., Brett, B. E., Gross, J. T., Stern, J. A., Martin, D. R., Mohr, J., … Woodhouse, S. S. (2017). Circle of Security-parenting: A randomized controlled trial in Head Start. Development and Psychopathology, 29, 651–673. doi:10.1017/S0954579417000244CrossRefGoogle ScholarPubMed
Cumming, T. (2017). Early childhood educators’ well-being: An updated review of the literature. Early Childhood Education Journal, 45, 583–593. doi:10.1007/s10643-016-0818-6CrossRefGoogle Scholar
Dozier, M., & Bernard, K. (2019). Coaching parents of vulnerable infants: The Attachment and Biobehavioral Catch-up approach. New York, NY: Guilford Press.Google Scholar
Driscoll, K. C., & Pianta, R. C. (2010). Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships. Early Education and Development, 21, 38–64. doi:10.1080/10409280802657449CrossRefGoogle Scholar
Driscoll, K. C., Wang, L., Mashburn, A. J., & Pianta, R. C. (2011). Fostering supportive teacher–child relationships: Intervention implementation in a state-funded preschool program. Early Education and Development, 22, 593–619. doi:10.1080/10409289.2010.502015CrossRefGoogle Scholar
Elicker, J., Noppe, I. C., Noppe, L. D., & Fortner-Wood, C. (1997). The parent–caregiver relationship scale: Rounding out the relationship system in infant child care. Early Education and Development, 8, 83–100. doi:10.1207/s15566935eed0801_7CrossRefGoogle Scholar
Gamble, T. J., & Zigler, E. (1986). Effects of infant day care: Another look at the evidence. The American Journal of Orthopsychiatry, 56, 26–42. doi:10.1111/j.1939-0025.1986.tb01540.xCrossRefGoogle Scholar
Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center.Google Scholar
Gray, S. A. O. (2015). Widening the circle of security: A quasi-experimental evaluation of attachment-based professional development for family child care providers. Infant Mental Health Journal, 36, 308–319. doi:10.1002/imhj.21513CrossRefGoogle ScholarPubMed
Groeneveld, M. G., Vermeer, H. J., van IJzendoorn, M. H., & Linting, M. (2011). Enhancing home-based child care quality through video-feedback intervention: A randomized controlled trial. Journal of Family Psychology, 25, 86–96. doi:10.1037/a0022451CrossRefGoogle ScholarPubMed
Hamre, B. K. (2014). Teachers’ daily interactions with children: An essential ingredient in effective early childhood programs. Child Development Perspectives, 8, 223–230. doi:10.1111/cdep.12090CrossRefGoogle Scholar
Hamre, B. K., Hatfield, B., Pianta, R. C., & Jamil, F. (2014). Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development. Child Development, 85, 1257–1274. doi:10.1111/cdev.12184.CrossRefGoogle ScholarPubMed
Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19, 297–318.CrossRefGoogle Scholar
Hamre, B. K., & Williford, A. P. (in press). Attachment and early childhood education systems in the United States. In Thompson, R. A., Simpson, J., & Berlin, L. J. (Eds.), Attachment: The fundamental questions. New York, NY: Guilford Press.Google Scholar
Hatfield, B.E., & Williford, A.P. (2017). Cortisol patterns for young children displaying disruptive behavior: Links to a teacher-child, relationship-focused intervention. Prevention Science, 18, 40–49. doi:10.1007/s11121-016-0693-9CrossRefGoogle ScholarPubMed
Hepworth, A. D., Berlin, L. J., Martoccio, T. L., Cannon, E. N., Berger, R. H., & Jones Harden, B. (2020a). Supporting infant emotion regulation through attachment-based intervention: A randomized controlled trial. Prevention Science, 21, 702–713. doi:10.1007/s11121-020-01127-1CrossRefGoogle Scholar
Hepworth, A. D., Berlin, L., Salas, K., Pardue-Kim, M., Martoccio, T. L., & Jones Harden, B. (2020b). Increasing maternal sensitivity to infant distress through attachment-based intervention: A randomized controlled trial. Attachment and Human Development. doi:10.1080/14616734.2020.1834592Google Scholar
Hoffman, K. T., Marvin, R. S., Cooper, G., & Powell, B. (2006). Changing toddlers’ and preschoolers’ attachment classifications: The Circle of Security intervention. Journal of Consulting and Clinical Psychology, 74, 1017–1026. doi:10.1037/0022-006X.74.6.1017CrossRefGoogle ScholarPubMed
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. doi:10.3102/0034654308325693CrossRefGoogle Scholar
Jeon, L., Buettner, C. K., & Snyder, A. R. (2014). Pathways from teacher depression and child-care quality to child behavioral problems. Journal of Consulting and Clinical Psychology, 82, 225–235. doi:10.1037/a0035720CrossRefGoogle ScholarPubMed
Jones, J. D., Cassidy, J., & Shaver, P. R. (2015). Parents’ self-reported attachment styles: A review of links with parenting behaviors, emotions, and cognitions. Personality and Social Psychology Review, 19, 44–76. doi:10.1177/1088868314541858CrossRefGoogle ScholarPubMed
Kaufman, J., & Zigler, E. F. (1989). The intergenerational transmission of child abuse. In Cicchetti, D., & Carlson, V. (Eds.), Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect (pp. 129–150). Cambridge, U.K.: Cambridge University Press. doi:10.1017/CBO9780511665707.006CrossRefGoogle Scholar
Koren-Karie, N., Oppenheim, D., Dolev, S., Sher, E., & Etzion-Carasso, A. (2002). Mothers’ insightfulness regarding their infants’ internal experience: Relations with maternal sensitivity and infant attachment. Developmental Psychology, 38, 534–542. doi:10.1037/0012-1649.38.4.534CrossRefGoogle ScholarPubMed
Leerkes, E. M. (2011). Maternal sensitivity during distressing tasks: A unique predictor of attachment security. Infant Behavior & Development, 34, 443–446. doi:10.1016/j.infbeh.2011.04.006CrossRefGoogle ScholarPubMed
Love, J. M., Chazan-Cohen, R., Raikes, H., & Brooks-Gunn, J. (Eds) (2013). What makes a difference: Early Head Start evaluation findings in a developmental context. Monographs of the Society for Research in Child Development, 78, 1–173. doi:10.1111/j.1540-5834.2012.00699.xGoogle Scholar
Love, J. M., Kisker, E. E., Ross, C., Raikes, H., Constantine, J., Boller, K., … Vogel, C. (2005). The effectiveness of Early Head Start for 3-year-old children and their parents: Lessons for policy and programs. Developmental Psychology, 41, 885–901. doi:10.1037/0012-1649.41.6.885CrossRefGoogle ScholarPubMed
Manly, J. T., Smith, A., Toth, S. L., & Cicchetti, D. (in press). Attachment and child protective systems. In Thompson, R. A., Simpson, J., & Berlin, L. J. (Eds.), Attachment: The fundamental questions. New York, NY: Guilford Press.Google Scholar
McFarlane, E., Burrell, L., Fuddy, L., Tandon, D., Derauf, D. C., Leaf, P., … Duggan, A. (2010). Association of home visitors’ and mothers’ attachment style with family engagement. Journal of Community Psychology, 38, 541–556. doi:10.1002/jcop.20380CrossRefGoogle Scholar
Buffering Toxic Stress Consortium Principal Investigators, Meyer, A., & Fortunato, C. (2013). Parenting interventions in Early Head Start: The Buffering Toxic Stress Consortium. Zero to Three, 34, 73–86.Google Scholar
National Head Start Association (2020). National Head Start fact sheet. https://www.nhsa.org/national-head-start-fact-sheetsGoogle Scholar
National Home Visiting Resource Center. (2019). 2019 home visiting yearbook. Arlington, VA: James Bell Associates and the Urban Institute.Google Scholar
NICHD Early Child Care Research Network. (1997). The effects of infant child care on infant- mother attachment security: Results of the NICHD study of early child care NICHD Early Child Care Research Network. Child Development, 68, 860–879. doi:10.1111/j.1467-8624.1997.tb01967.xGoogle Scholar
NICHD Early Child Care Research Network. (2000). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Science, 4, 116–135. doi:10.1207/S1532480XADS0403_2CrossRefGoogle Scholar
NICHD Early Child Care Research Network. (2001). Child care and family predictors of preschool attachment and stability from infancy. Developmental Psychology, 37, 847–862. doi:10.1037/0012-1649.37.6.847.CrossRefGoogle Scholar
NICHD Early Child Care Research Network. (2005). Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development. New York, NY: Guilford Press.Google Scholar
Office of Head Start, Administration for Children and Families, U.S. Department of Health and Human Services. (2016). Head Start program performance standards; Final Rule 45 CFR Chapter XIII; Federal Register/ Vol. 81, No. 172 / Tuesday, September 6, 2016. Washington, DC: National Archives and Records Administration.Google Scholar
Osofsky, J. D., & Lieberman, A. F. (2011). A call for integrating a mental health perspective into systems of care for abused and neglected infants and young children. American Psychologist, 66, 120–128. doi:10.1037/a0021630CrossRefGoogle Scholar
Owen, M. T., & Frosch, C. A. (in press). Attachment and child care. In Thompson, R. A., Simpson, J., & Berlin, L. J. (Eds.), Attachment: The fundamental questions. New York, NY: Guilford Press.Google Scholar
Owen, M. T., Ware, A. M., & Barfoot, B. (2000). Caregiver–mother partnership behavior and the quality of caregiver–child and mother–child interactions. Early Childhood Research Quarterly, 15, 413–428. doi:10.1016/S0885-2006(00)00073-9CrossRefGoogle Scholar
Phillips, D. A., & Lowenstein, A. E. (2011). Early care, education, and child development. Annual Review of Psychology, 62, 483–500. doi:10.1146/annurev.psych.031809.130707CrossRefGoogle ScholarPubMed
Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10, 49–88. doi:10.1177/1529100610381908CrossRefGoogle Scholar
Pianta, R., & Hamre, B. (2001). Students, teachers, and relationship support (STARS). Lutz, FL: Psychological Assessment Resources.Google Scholar
Pianta, R. C., La Paro, K., & Hamre, B. K. (2008a). Classroom Assessment Scoring System (CLASS). Baltimore, MD: Brookes.Google Scholar
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008b). Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431–451.CrossRefGoogle Scholar
Powell, D. R., Son, S.-H., File, N., & San Juan, R. R. (2010). Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48, 269–292. doi:10.1016/j.jsp.2010.03.002CrossRefGoogle ScholarPubMed
Raikes, H. H., Roggman, L. A., Peterson, C. A., Brooks-Gunn, J., Chazan-Cohen, R., Zhang, X., … Schiffman, R. F. (2014). Theories of change and outcomes in home-based Early Head Start programs. Early Childhood Research Quarterly, 29, 574–585. doi:10.1016/j.ecresq.2014.05.003CrossRefGoogle Scholar
Raikes, H. H., Vogel, C., & Love, J. M. (2013). What makes a difference: Early Head Start evaluation findings in a developmental context: IV. Family subgroups and impacts at ages 2, 3, and 5: Variability by race/ethnicity and demographic risk. Monographs of the Society for Research in Child Development, 78, 64–92. doi:10.1111/j.1540-5834.2012.00703.xCrossRefGoogle Scholar
Raver, C. C., & Zigler, E. F. (1997). Social competence: An untapped dimension in evaluating Head Start's success. Early Childhood Research Quarterly, 12, 363–385. doi:10.1016/S0885-2006(97)90017-XCrossRefGoogle Scholar
Ripple, C. H., & Zigler, E. (2003). Research, policy, and the federal role in prevention initiatives for children. American Psychologist, 58, 482–490. doi:10.1037/0003-066X.58.6-7.482CrossRefGoogle ScholarPubMed
Roggman, L. A., Boyce, L. K., & Cook, G. A. (2009). Keeping kids on track: Impacts of a parenting-focused Early Head Start program on attachment security and cognitive development. Early Education and Development, 20, 920–941. doi:10.1080/10409280903118416CrossRefGoogle Scholar
Sadler, L. S., Slade, A., Close, N., Webb, D. L., Simpson, T., Fennie, K., … Mayes, L. C. (2013). Minding the baby: Enhancing reflectiveness to improve early health and relationship outcomes in an interdisciplinary home-visiting program. Infant Mental Health Journal, 34, 391–405. doi:10.1002/imhj.21406CrossRefGoogle Scholar
Slade, A., Grienenberger, J., Bernbach, E., Levy, D., & Locker, A. (2005). Maternal reflective functioning, attachment, and the transmission gap: A preliminary study. Attachment and Human Development, 7, 283–298. DOI:10.1080/14616730500245880CrossRefGoogle ScholarPubMed
Slade, A., Holland, M. L., Ordway, M. R., Carlson, E. A., Jeon, S., Close, N. ... Sadler, L. S. (2020). Minding the Baby®: Enhancing parental reflective functioning and infant attachment in an attachment-based, interdisciplinary home visiting program. Development and Psychopathology, 32, 123–137. doi:10.1017/S0954579418001463CrossRefGoogle Scholar
Spieker, S., Nelson, D., DeKlyen, M., & Staerkel, F. (2005). Enhancing early attachments in the context of Early Head Start. In Berlin, L., Ziv, Y., Amaya-Jackson, L., & Greenberg, M. (Eds.), Enhancing early attachments: Theory, research, intervention, and policy (pp. 250–275). New York, NY: Guilford Press.Google Scholar
Supplee, L. H., & Duggan, A. (2019). Innovative research methods to advance precision in home visiting for more efficient and effective programs. Child Development Perspectives, 13, 173–179. doi:10.1111/cdep.12334CrossRefGoogle ScholarPubMed
Tseng, V., Easton, J. Q., & Supplee, L. H. (2017). Research-practice partnerships: Building two-way streets of engagement. Society for Research in Child Development Social Policy Report, 30. https://files.eric.ed.gov/fulltext/ED581655.pdfGoogle Scholar
U.S. Department of Education. (2016). National Center for Education Statistics, early childhood program participation survey of the 2016 National Household Education Surveys Program. https://nces.ed.gov/pubs2017/2017101REV.pdfGoogle Scholar
U.S. Department of Health and Human Services. (2020). https://www.acf.hhs.gov/ohsGoogle Scholar
U.S. Department of Health and Human Services DHHS. (1994). Statement of the advisory committee on services for families with infants and toddlers (DHHS Publication No. 1994-615-032/03062). Washington, DC: U.S. Government Printing Office.Google Scholar
Vancraeyveldt, C., Verschueren, K., Van Craeyevelt, S., Wouters, S., & Colpin, H. (2015). Teacher-reported effects of the Playing-2-gether intervention on child externalizing problem behavior. Educational Psychology, 35, 466–483. doi:10.1080/01443410.2013.860218CrossRefGoogle Scholar
Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N. & NICHD Early Child Care Research Network. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Development, 81, 737–756. doi:10.1111/j.1467-8624.2010.01431.xCrossRefGoogle ScholarPubMed
van IJzendoorn, M. H., & De Wolff, M. S. (1997). In search of the absent father–Meta-analysis of infant-father attachment: A rejoinder to our discussants. Child Development, 68, 604–609. doi:10.2307/1132112CrossRefGoogle ScholarPubMed
Verschueren, K., & Koomen, H. (2012). Teacher–child relationships from an attachment perspective. Attachment & Human Development, 14, 205–211. doi:10.1080/14616734.2012.672260CrossRefGoogle ScholarPubMed
Werner, C. D., Linting, M., Vermeer, H. J., & Van IJzendoorn, M. H. (2016). Do intervention programs in child care promote the quality of caregiver-child interactions? A meta-analysis of randomized controlled trials. Prevention Science, 17, 259–273. doi:10.1007/s11121-015-0602-7CrossRefGoogle ScholarPubMed
Werner, C. D., Vermeer, H. J., Linting, M., & Van IJzendoorn, M. H. (2018). Video-feedback intervention in center-based child care: A randomized controlled trial. Early Childhood Research Quarterly, 42, 93–104. doi:10.1016/j.ecresq.2017.07.005CrossRefGoogle Scholar
Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. (2013). The physical and mental health of Head Start staff: The Pennsylvania Head Start staff wellness survey, 2012. Preventing Chronic Disease, 10, E181. doi:10.5888/pcd10.130171CrossRefGoogle ScholarPubMed
Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. (2015). Workplace stress and the quality of teacher–children relationships in Head Start. Early Childhood Research Quarterly, 30, 57–69.CrossRefGoogle Scholar
Williford, A. P., LoCasale-Crouch, J., Whittaker, J. V., DeCoster, J., Hartz, K. A., Carter, L. M., ... Hatfield, B. E. (2017). Changing teacher-child dyadic interactions to improve preschool children's externalizing behaviors. Child Development, 88, 1544–1553. doi:10.1111/cdev.12703CrossRefGoogle ScholarPubMed
Yoshikawa, H., & Zigler, E. (2000). Mental health in Head Start: New directions for the twenty-first century. Early Education and Development, 11, 247–264. doi:10.1207/s15566935eed1103_2CrossRefGoogle Scholar
Zero to Three (2020). The Safe Babies Court Team approach. https://www.zerotothree.org/resources/services/the-safe-babies-court-team-approachGoogle Scholar
Zigler, E. (1994). Reshaping early childhood intervention to be a more effective weapon against poverty. American Journal of Community Psychology, 22, 37–47. doi:10.1007/BF02506816CrossRefGoogle ScholarPubMed
Zigler, E., & Ennis, P. (1989). The child care crisis in America. Canadian Psychology/Psychologie Canadienne, 30, 116–125. doi:10.1037/h0079808CrossRefGoogle Scholar
Zigler, E., Finn-Stevenson, M., & Hall, N. W. (2004). The first three years and beyond: Brain development and social policy. New Haven, CT: Yale University Press.Google Scholar
Zigler, E., Gilliam, W. S., & Jones, S. M. (2006). A vision for universal preschool education. Cambridge, U.K.: Cambridge University Press. doi:10.1017/CBO9781139167284CrossRefGoogle Scholar
Zigler, E., & Hall, N. W. (2000). Child development and social policy: Theory and applications. New York, NY: McGraw-Hill.Google Scholar
Zigler, E., Marsland, K. W., & Lord, H. (2009). The tragedy of child care in America. New Haven, CT: Yale University Press.CrossRefGoogle Scholar
Zigler, E., & Muenchow, S. (1992). Head Start: The inside story of America's most successful educational experiment. New York, NY: Basic Books.Google Scholar
Zigler, E., & Styfco, S. (2004). The Head Start debates. Baltimore, MD: Brookes Publishing Company.Google Scholar
Zigler, E., & Styfco, S. J. (2000). Pioneering steps (and fumbles) in developing a federal preschool intervention. Topics in early childhood special education, 20, 67–78. doi:10.1177%2F027112140002000201CrossRefGoogle Scholar
Zigler, E., & Styfco, S. J. (2002). A life lived at the crossroads of knowledge and children's policy. New Directions for Child and Adolescent Development, 98, 5–15. doi:10.1002/cd.54.CrossRefGoogle Scholar