Child Care Policy as an Anti-Poverty Strategy
The Need to Address Neurophysiological Self-Regulation
Bibliographic Data
| ID | 22124576 |
|---|---|
| Authors | Steven J Holochwost (0000-0003-3801-1840, City University of New York, corresponding author), Lindsay A Gomes (University of North Carolina at Chapel Hill), Cathi B Propper (0000-0002-9174-1263, University of North Carolina at Chapel Hill), Eleanor D Brown (0000-0002-4914-9637, West Chester University), Iheoma U Iruka (0000-0003-4695-6190, University of North Carolina at Chapel Hill) |
| Year | 2021 |
| Volume | 8 |
| Issue | 2 |
| Pages | 208-216 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Insights from the Behavioral and Brain Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2372-7322 • E-ISSN: 2372-7330 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/23727322211031579 |
| OpenAlex | W3184158960 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
High-quality early care and education can mitigate the short- and long-term effects of poverty on young children’s development. Therefore, policies that expand access to high-quality early care and education can be an effective anti-poverty strategy. A number of programs demonstrably foster volitional processes of self-regulation—the capacity to control emotions, thoughts, and behaviors—among young children in poverty. However, relatively little is known about how the activity of the neurophysiological systems that form the interface between brain and body supports these processes of self-regulation in early care and education settings. Maximizing the efficacy of early care and education as an anti-poverty strategy requires adopting policies to advance three interrelated goals: understanding, accommodating, and reconfiguring young children’s neurophysiological function in the early care and education environment
Developmental psychology · Early childhood · Economic growth · Economics · Poverty · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Infant Development and Preterm Care · Psychology
Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention
Orienting in a defensive world
Neural regulation of endocrine and autonomic stress responses
Child development in the context of adversity
Self-Regulation in Early Childhood
Early-Childhood Poverty and Adult Attainment, Behavior, and Health
Child care and parent labor force participation
How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture
Self-Regulation and School Readiness
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills
The Effect of Poverty on Child Development and Educational Outcomes
Deconstructing Cumulative Risk
Poverty, caregiving, and HPA-axis activity in early childhood
The Relation of Cumulative Demographic Risk to Mothers' Responsivity and Control
Understanding the Relation of Low Income to HPA-Axis Functioning in Preschool Children
Bio-behavioral Synchrony
Sociodemographic risk, parenting, and executive functions in early childhood
The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
Children's early approaches to learning and academic trajectories through fifth grade
The Environment of Childhood Poverty
Fundamental Dimensions of Environmental Risk
The Importance of Early Childhood Poverty
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2024 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |