Ready to Enter: What Research Tells Policymakers About Strategies to Promote Social and Emotional School Readiness Among Three- and Four-Year-Old Children

Reports:

Title:: Ready to Enter: What Research Tells Policymakers About Strategies to Promote Social and Emotional School Readiness Among Three- and Four-Year-Old Children
Author(s):: Raver, C. Cybele
Knitzer, Jane
Date:: 2002
Type:: Reports
Permanent URL:: http://hdl.handle.net/10022/AC:P:9263
Media Type:: application/pdf
Notes:: Promoting the Emotional Well-Being of Children and Families Policy Paper No. 3.
Publisher:: National Center for Children in Poverty
Publisher Location:: New York
Abstract:: A recent and compelling study entitled Neurons to Neighborhoods, conducted by the Board on Children, Youth, and Families of the Institute of Medicine, calls attention to the importance of early emotional development in young children. Based on a careful review of neuroscience and developmental science, it highlights compelling evidence that a child's earliest experiences and relationships set the stage for how a child manages feelings and impulses, and relates to others. It also highlights emerging and perhaps surprising evidence that emotional development and academic learning are far more closely intertwined in the early years than has been previously understood. This policy paper focuses on what emerging research tells policymakers about why it is so important to intervene to help young children at risk for poor social, emotional, and behavioral development and what kinds of research-based interventions seem most effective.