The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
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Family Support Services Promote School Readiness
This study demonstrates that a wide variety of parent and child factors are linked to school readiness and that parenting education and support services promote family activities that relate to positive child outcomes.
A Conversation With Jeanne Brooks-Gunn
Jeanne Brooks-Gunn reflects on the breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions.
Closing the Achievement Gap: Head Start and Beyond
Ed Zigler, Ron Haskins, and G. Reid Lyon discuss the past and future of Head Start, the country's first federally funded early childhood program.
Early to Read: A Local Emergent Literacy Initiative
This article describes a Knight Foundation early literacy initiative in Philadelphia and its ongoing evaluation.
Infant-Toddler Intervention on the Road to School Readiness: Lessons From Early Head Start
Helen Raikes, John Love, and Rachel Chazan-Cohen from the Early Head Start Research and Evaluation team discuss the importance of intervention in the early years.
Transitioning to School: Policy, Practice, and Reality
Robert Pianta of the University of Virginia's the Curry School of Education discusses helping young children to better transition from preschool to kindergarten and into the early years of grade school.
The Current State of Early Childhood Education
Lisa Klein, guest editor for this issue, reflects on the progress made inthe early childhood field over the past 40 years and on the work that still has to be done.
Identifying School Readiness Indicators to Stimulate Policy Action
Elizabeth Burke Bryant and Catherine Walsh, of Rhode Island Kids Count, give an account of the School Readiness Indicators Initiative.
Community Collaboration 90806: A Partnership to Increase School Readiness in Long Beach
Marielle Bohan-Baker describes the instructive and collaborative approach to planning and evaluation of six community partners in Long Beach, California.
Questions & Answers: Robert Pianta Talks About Kindergarten Transition
Ensuring children's smooth transition from early education programs to kindergarten requires that attention be paid to the resources and linkages among schools, child care and early education services, and families. In this Q+A, Robert Pianta, professor of Clinical and School Psychology at the University of Virginia, shares his recent research on children's transitions and gives tips on how to support families during this time.
Parents Come to Kindergarten: A Unique Junior Kindergarten Program for Four Year Olds and Their Families
A preschool parenting and readiness program in Canada results in higher school readiness among program children and families, as well as family readiness among teachers.
The Transition to Kindergarten: A Review of Current Research and Promising Practices to Involve Families
This brief offers a synthesis of findings based on a review of current research on the transition to kindergarten, especially the important role that families play in the transition. It focuses on promising transition practices and how schools can get involved in their implementation.
Getting Parents “Ready” for Kindergarten: The Role of Early Childhood Education
This research brief presents preliminary evidence that family involvement in young children's education may contribute to a smooth transition to elementary school for children, and also helps parents remain involved in their children's learning in school.
Family Resource Centers: Where School Readiness Happens
Family resource centers are places where you can get information on raising and educating your child. This issue of the Early Childhood Digest describes family resource centers and how they can help you get your child ready for school.