Improving outcomes for young children and their families may start with choosing evidence-based curricula, interventions, and practices—but it doesn't end there. To ensure sustained changes to early childhood programs and systems, interventions must be implemented effectively and consistently over time, which isn't an easy or straightforward task. This important book is the first research volume on applying implementation science—an evidence-based framework for bridging the research-to-practice gap—to early childhood programs and systems.
With contributions from 25+ early childhood researchers, this essential reference will help ensure that interventions are not only implemented effectively, but also scaled up and sustained so they help as many children as possible. Administrators, researchers, and policymakers will
More than a how-to guide to effective implementation and scale-up, this volume also addresses the theoretical foundation of the stages of implementation science at all levels of early childhood systems and considers research, practice, and policy implications.
A foundational volume on the fundamentals of implementation science, this book will help improve long-term outcomes for all young children. Early childhood programs will learn how to replicate and sustain best practices, researchers will be ready to conduct more informed program evaluations, and policymakers will discover what it really takes to have effective, sustainable programs and systems.
Dr. Halle is Codirector of Early Childhood Research at Child Trends. She oversees projects in Child Trendsa€?s Washington, D.C., office. She conducts research on childrena€?s early cognitive and social development, childrena€?s schoolreadiness, family and community supports for school readiness, and school characteristics associated with ongoing achievement and positive development. Her recent work focuses on early literacy development among children who are English language learners and evaluations of early childhood curricula, programs, and professional development aimed at supporting childrena€?s school readiness.
Dr. Martinez-Beck coordinates the work of the child care research team at the Office of Planning, Research and Evaluation (OPRE), developing the child care policy research agenda, managing large research projects, and representing OPRE and the child care policy research perspective in diverse federal interagency research work groups. Prior to joining The Administration for Children and Families, Dr. Martinez-Beck held a Society for Research in Child Development Executive Branch Policy Fellowship with the Child Care Bureau where she was involved in designing a research agenda to answer policy-relevant questions for Child Care and Development Fund State Administrators and other key stakeholders. A recent focus of her work has been on issues related to the quality of early care and education settings and links to young children's developmental outcomes.
Allison Metz, Ph.D., is a Developmental Psychologist and Scientist for the National Implementation Research Network at the Frank Porter Graham Child Development Institute in the University of North Carolina at Chapel Hill. She specializes in effective implementation and scaling-up of evidence-based and evidence-informed programs and strategies in early childhood, early care and education and child welfare settings. Her recent work involves improving the well-being of children who exit the foster care system and the evaluation of a professional development system anchored in an online Associates degree for infant and toddler teachers for the Office of Head Start.
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