Intervention research
cost-benefit analyses, 7, 91,
162–163
future directions, 10–11
in developing countries, 9–10
necessary actions, 12
rationale, 12, 13, 103, 167, 184,
270, 287–288
strategies for, 124–125
See alsoData collection and
research; Longitudinal studies/
interventions
Investment in ECD programs, 15–84
cost-benefit analysis, 7, 20–21,
91, 149, 162–163, 239–240, 260
public benefits, 38–39, 45, 47–48,
79–80, 253, 257–258, 260
rationale, 256–258, 287–288
return on investment, 3, 17–18,
19–21, 28, 29, 38, 76, 80, 91,
239–240
See alsoFunding and financing of
ECD
J
Jamaica, 8, 33, 74–75, 197, 205–214,
258, 273, 281
coverage of ECD programs,
208–209
Early Childhood Commission,
206–208, 210
financing of ECD programs,
209–210, 211–213
future prospects for ECD
programs, 213
institutional and legislative
changes, 205–208
integration of ECD activities,
206–207, 216
recent policy initiatives, 205–214
training of ECD practitioners,
210–211
Jordan, 280
K
Kosovo, 197, 273, 283
L
Language skills and literacy
development, 62
early child and brain develop-
ment and, 63
early learning, 105–106
immigration and, 67–68
in Indonesia, 233
literacy performance scale, 64–65
population literacy and health,
64–67
socioeconomic outcomes, 62–63,
65, 67–70
Latin America, 64, 258
Limbic-hypothalamic-pituitary-
adrenal axis, 50, 51–53, 56, 59–60
Longitudinal studies/interventions
birth cohort data, 56, 72–73
brain development studies and,
57–58, 62, 261
Canadian studies, 167–181, 193,
276–277
Early Childhood Longitudinal
Study, 278–280
findings for early child develop-
ment, 13, 18, 20, 71, 72–75,
270–271, 274
lessons from, 85–127
questions for research, 180
rationale, 167, 179–180, 270
See alsoAbecedarian project;
High/Scope Perry Preschool
program; Intervention research;
Early Childhood Longitudinal Study;
IEA Pre-Primary Study; Infant
Health and Development Program;
Michigan School Readiness Program;
Project CARE; Randomized trials
M
Market-oriented ECD approach, 23,
24–30
Martin, Paul, 35–36, 40
Mauricio Sirotsky Sobrinho Founda-
tion, 216
McCain, M. N., 257, 263
Measurement and monitoring
country experiences, 129–201
need for common assessment
tools, 262–263
population-based assessment, 12,
262–272, 280–281
rationale for, 12, 13, 167, 179,
183–184, 261–263, 285,
287–288
readiness for school, 183–185,
253–254, 266–269, 278–281302 Index