nitive and socioemotional areas of importance in the preschool years, and the contexts that enhance that development;
The components of adult-child relationships that enhance the child’s development during the preschool years, and experiences affecting that development for good or for ill;
Variation in brain development, and its implications for sensory processing, attention, and regulation;
The implications of developmental disabilities for learning and development and effective approaches for working with children who have disabilities;
With regard to children whose home language is not English, the age and level of native language mastery that is desirable before a second language is introduced and the trajectory of second language development.
Recommendation 17: The next generation of research must examine more rigorously the characteristics of programs that produce beneficial outcomes for all children. In addition, research is needed on how programs can provide more helpful structures, curricula, and methods for children at high risk of educational difficulties, including children from low-income homes and communities, children whose home language is not English, and children with developmental and learning disabilities.
Much of the program research has focused on economically disadvantaged children because they were the targets of early childhood intervention efforts. But as child care becomes more widespread, it becomes more important to understand the components of early childhood education that have developmental benefits for all children.
With respect to disadvantaged children, we know that quality intervention programs are effective, but better understanding the features that make them effective will facilitate replication on a large scale. The Abecedarian program, for example, shows many developmental gains for the children who participate. But in addition to the educational activities, there is a health and nutrition component. And child care workers are paid at a level