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NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.
The study was supported by funds provided by the National Institute of Child Health and Human Development, the National Institute of Mental Health, the Health Resources and Services Administration, the Maternal and Child Health Bureau, the Substance Abuse and Mental Health Services Administration, the Centers for Disease Control and Prevention, the National Institute of Nursing Research, the U.S. Department of Health and Human Services' Office of the Assistant Secretary for Planning and Evaluation, the Administration on Children, Youth, and Families, the Administration for Children and Families, the U.S. Department of Education, The Commonwealth Fund, the Ewing Marion Kauffman Foundation, the Vira I. Heinz Endowment, and National Academies funds. The content of this publication does not necessarily reflect the views or policies of the Department of Health and Human Services, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. In general, any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the organizations or agencies that provided support for this project.
Suggested citation: National Research Council and Institute of Medicine (2000) Early Childhood Intervention: Views from the Field. Report of a Workshop. Committee on Integrating the Science of Early Childhood Development. Jack P. Shonkoff, Deborah A. Phillips, and Bonnie Keilty, eds. Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
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THE NATIONAL ACADEMIES
National Academy of Sciences
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Institute of Medicine
National Research Council
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COMMITTEE ON INTEGRATING THE SCIENCE OF EARLY CHILDHOOD DEVELOPMENT
JACK P. SHONKOFF (Chair),
Heller Graduate School, Brandeis University
DEBORAH L. COATES,
Department of Psychology, The City University of New York
GREG DUNCAN,
Institute for Policy Research, School of Education and Social Policy, Northwestern University
FELTON J. EARLS,
Department of Child Psychology, Harvard Medical School
ROBERT EMDE,
Department of Psychiatry, University of Colorado Health Sciences Center
YOLANDA GARCIA,
Children's Services, Santa Clara County Office of Education
SUSAN GELMAN,
Department of Psychology, University of Michigan
SUSAN J. GOLDIN-MEADOW,
Department of Psychology, University of Chicago
WILLIAM GREENOUGH,
Departments of Psychology and Cell and Structural Biology, University of Illinois at Champaign-Urbana
RUTH T. GROSS, Professor Emerita,
Department of Pediatrics, Stanford University Medical School
MEGAN GUNNAR,
Institute of Child Development, University of Minnesota
MICHAEL GURALNICK,
Center on Human Development and Disability, University of Washington
ALICIA LIEBERMAN,
Department of Psychiatry, University of California at San Francisco
BETSY LOZOFF,
Center for Human Growth and Development, University of Michigan
RUTH MASSINGA,
The Casey Family Program, Seattle, Washington
STEPHEN RAUDENBUSH,
School of Education, University of Michigan
ROSS THOMPSON,
Department of Psychology, University of Nebraska
CHARLES A. NELSON
(liaison from the MacArthur Foundation Research Network on Early Experience and Brain Development), Institute of Child Development, University of Minnesota
DEBORAH A. PHILLIPS, Study Director
NANCY GEYELIN MARGIE, Research Assistant
RONNÉ WINGATE, Senior Project Assistant
BOARD ON CHILDREN, YOUTH, AND FAMILIES
JACK P. SHONKOFF (Cochair),
Heller Graduate School, Brandeis University
EVAN CHARNEY (Cochair),
Department of Pediatrics, University of Massachusetts Medical Center
JAMES BANKS,
Center for Multicultural Education, University of Washington
SHEILA BURKE,
John F. Kennedy School of Government, Harvard University
DAVID CARD,
Department of Economics, University of California, Berkeley
DONALD COHEN,
Department of Child Psychiatry, Yale University
MINDY FULLILOVE,
Department of Clinical Psychobiology, Columbia University
KEVIN GRUMBACH,
Department of Family and Community Medicine, University of California, San Francisco
MAXINE HAYES,
Community and Family Health, Department of Health, Olympia, Washington
MARGARET HEAGARTY,
Department of Pediatrics, Harlem Hospital Center, Columbia University
RENÉE JENKINS,
Department of Pediatrics and Child Health, Howard University Hospital
SHEILA KAMERMAN,
School of Social Work, Columbia University
HARRIET KITZMAN,
School of Nursing, University of Rochester
SANDERS KORENMAN,
School of Public Affairs, Baruch College
HONORABLE CINDY LEDERMAN,
Circuit Court Judge, Juvenile Division, Dade County, Florida
SARA McLANAHAN,
Office of Population Research, Princeton University
VONNIE McLOYD,
Department of Psychology, University of Michigan, Ann Arbor
PAUL NEWACHECK,
Institute of Health Policy Studies and Department of Pediatrics, University of California, San Francisco
GARY SANDEFUR,
Department of Sociology, University of Wisconsin, Madison
RUTH STEIN,
Department of Pediatrics, Albert Einstein College of Medicine
PAUL WISE,
Department of Pediatrics, Boston Medical Center
RUTH T. GROSS
(liaison from the Board on Health Promotion and Disease Prevention, Institute of Medicine), Department of Pediatrics (emeritus), Stanford University
ELEANOR MACCOBY
(liaison from the Commission on Behavioral and Social Sciences and Education, National Research Council), Department of Psychology (emeritus), Stanford University
WILLIAM ROPER
(liaison from the Institute of Medicine), School of Public Health University of North Carolina, Chapel Hill
WORKSHOP PARTICIPANTS
JACK P. SHONKOFF (Workshop Chair),
Heller Graduate School, Brandeis University
KATHRYN BARNARD,
Center on Human Development and Disability, University of Washington
BARBARA T. BOWMAN,
Erikson Institute, Chicago, Illinois
JEANNE BROOKS-GUNN,
Teachers College, Columbia University
MARY BETH BRUDER,
Department of Child and Family Studies, University of Connecticut Health Center
DEBORAH L. COATES,
Department of Psychology, The City University of New York
MARY DOZIER,
Department of Psychology, University of Delaware
GREG DUNCAN,
Institute for Policy Research, School of Education and Social Policy, Northwestern University
DALE FARRAN,
Department of Teaching and Learning, Peabody College, Vanderbilt University
VERONICA FEEG,
College of Nursing and Health Sciences, George Mason University
MICHAEL GURALNICK,
Center on Human Development and Disability, University of Washington
BARBARA HOWARD,
Johns Hopkins University School of Medicine
JANE KNITZER,
National Center for Children in Poverty, Columbia University
SAMUEL MEISELS,
School of Education, University of Michigan
CRAIG RAMEY,
Civitan International Research Center, University of Alabama, Birmingham
ARNOLD SAMEROFF,
Center for Human Growth and Development, University of Michigan
RUBY TAKANISHI,
Foundation for Child Development, New York, New York
DEBORAH KLEIN WALKER,
Bureau of Family and Community Health, Massachusetts Department of Public Health
MARK WOLERY,
Frank Porter Graham Child Development Center, University of North Carolina, Chapel Hill
HIRO YOSHIKAWA,
Psychology Department, New York University
ACKNOWLEDGMENTS
The Committee on Integrating the Science of Early Childhood Development would like to thank all who participated in the Workshop on the Science of Developmental Promotion and Early Childhood Intervention for their extensive preparation in advance of the workshop, for sharing their expertise and experiences through stimulating discussions, and for their thoughts and comments that lent to the shaping of this report. Thank you also to Greg Duncan, Robert Emde, Susan Goldin Meadow, Michael Guralnick, and Ross Thompson for representing the committee at the workshop. We especially thank Jack Shonkoff for serving as chair and for providing leadership in the drafting of this report.
We also gratefully acknowledge the contributions of those who worked to organize the workshop and prepare this report. Deborah Phillips led and oversaw the undertaking of the workshop, from its conceptualization and funding to the writing of this report. Bonnie Keilty provided invaluable assistance by writing the first draft and helping to revise later drafts of the workshop summary. Ruth T. Gross provided essential insight and editing guidance on the summary. Ronné Wingate facilitated planning and preparation for the meeting, artfully coordinated meeting logistics, and ensured that the meeting ran smoothly. Nancy Geyelin Margie assisted with all phases of the workshop and preparation of this report.
This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the Report Review Committee of the National Research Council. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making the published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.
We thank the following individuals for their participation in the review of this report: Mark Appelbaum, Department of Psychology, University of California, San Diego; Robert Granger, Manpower Development Research Corporation, New York; Penny Hauser-Cram, School of Education, Boston College; Sheila Kamerman, School of Social Work, Columbia University; Deborah Stipek, Graduate School of Education, University of California, Los Angeles; Heather Weiss, Harvard Family Research Project, Harvard University; and Martha Zaslow, Child Trends, Washington, DC. Although the individuals listed above provided constructive comments and suggestions, it must be emphasized that responsibility for the final content of this report rests entirely with the authoring committee and the institution.
