«It was crucial that our research approach, collect and interpret data in a culturally sensitive and community - compatible way that supported the autonomy of this community,» said Dr. David Danto, study co-author and
psychology program head at University of Guelph - Humber.
Not exact matches
Around 1990, the Administration for Children and Families decided it would commit substantial funds to hold a biennial conference promoting research for the
Head Start
Program, and it recruited as organizers John Fantuzzo, professor of human relations at University of Pennsylvania's Graduate School of Education; Catherine Tamis - LeMonda, a professor of applied
psychology at New York University's Steinhardt School; and Faith Lamb - Parker, an assistant clinical professor of Population and Family Health at Columbia.
Despite all the emphasis on reading
programs and encouraging students to read, many children, especially minority students, still do not read with a high level of comprehension and fluency, independently, or for fun, according to Dr. Sally M. Reis, a professor and the department
head of the educational
psychology department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented.
«What Georgia learned, it became very apparent, was that for an early childhood
program to have support and staying power, it has to be for all children,» said Edward Zigler, the Yale University
psychology professor credited with conceiving
Head Start and the nation's family leave policies.
John M. Love and others, The Effectiveness of Early
Head Start for 3 - Year - Old Children and Their Parents: Lessons for Policy and
Programs, Developmental
Psychology, 41 (2005) pp. 885 — 901.
As research across neuroscience, developmental
psychology, and economics demonstrates, early social - emotional, physical, and cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood
program such as preschool or
Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.19
She holds a faculty position as a Senior Lecturer in the School of Behavior Sciences, Academic College of Tel Aviv Yaffo, Israel, where she serves as
Head of the Graduate
Program in Clinical
Psychology and faculty member in the Graduate
Program in Developmental
Psychology.