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_c6074 _d6074 |
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| 005 | 20250625151501.0 | ||
| 008 | 210422s2021 xxu||||| |||| 00| 0 eng d | ||
| 040 | _aAFVC | ||
| 245 |
_aThree principles to improve outcomes for children and families _cCenter on the Developing Child at Harvard University |
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| 260 |
_aBoston, MA : _bCenter on the Developing Child at Harvard University, _c2021 |
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| 300 | _aelectronic document (14 pages) ; PDF file | ||
| 520 | _aThis is the 2021 update to the 2017 paper, which proposes three basic principles that are grounded in science and can help guide policymakers and program developers, now calls out more explicitly the growing body of evidence of a link between disparities in health and education outcomes and the ways in which public structures, systems, and services deny opportunity to people of color. Other updates reflect our own journey of listening more carefully to the voices of people who are experiencing multiple forms of adversity personally. The basic concepts of child development have not changed, and the need to base public policy on sound scientific concepts has never been more compelling. We believe this expanded context can help catalyze fresh thinking and more effective action. Recent advances in the science of brain development offer us an unprecedented opportunity to solve some of society’s most challenging problems, from widening disparities in school achievement and economic productivity to costly health problems across the lifespan. Understanding how the experiences children have starting at birth, even prenatally, affect lifelong outcomes—combined with new knowledge about the core capabilities adults need to thrive as parents and in the workplace—provides a strong foundation upon which policymakers and civic leaders can design a shared and more effective agenda. The science of child development and the core capabilities of adults point to a set of “design principles” that policymakers and practitioners in many different sectors can use to improve outcomes for children and families. That is, to be maximally effective, policies and services should: 1. Support responsive relationships for children and adults. 2. Strengthen core life skills. 3. Reduce sources of stress in the lives of children and families. (From the document). Record 6074 | ||
| 650 | 4 |
_aADVERSE CHILDHOOD EXPERIENCES _94089 |
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| 650 | 4 |
_aBRAIN DEVELOPMENT _92691 |
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| 650 | 4 |
_aCHILDREN _9127 |
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| 650 | 4 |
_aFAMILIES _9238 |
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| 650 | 4 |
_aINFANTS _9313 |
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| 650 | 4 |
_aPARENTING _9429 |
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| 650 | 4 |
_aPRIMARY PREVENTION _93268 |
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| 650 | 4 |
_aPROTECTIVE FACTORS _94270 |
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| 650 | 4 |
_aSOCIAL POLICY _9551 |
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| 651 |
_aINTERNATIONAL _93624 |
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| 651 | 4 |
_aUNITED STATES _92646 |
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| 710 |
_96010 _aCenter on the Developing Child at Harvard University |
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| 856 | _uhttps://developingchild.harvard.edu/resources/three-early-childhood-development-principles-improve-child-family-outcomes/ | ||
| 942 |
_2ddc _cBRIEFING |
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