J. Lawrence Aber

Child Development and Social Policy: Knowledge for Action grew out of a project designed to honor the work of Dr. Edward F. Zigler. Zigler is a renowned early education expert who is
an Emeritus Yale Sterling Professor of Psychology, cofounder of the federal Head Start program, and NIEER Scientific Advisory Board member. Members of the executive committee of planning for this project pulled together a large body of research on child development and social policy, a field
Zigler contributed to in many aspects. This resulted in this edited volume, containing 16 articles written by researchers in the field of child development and social policy and addressing various topics related to Zigler’s contributions to the field. The volume is divided into four major sections, each according to a theme based on Zigler’s work.

In Part I: “Making History: Child Development and Social Policy,” the chapters come together to tell the story of the emerging field as it combines the best of research to move toward action. As the editors of the volume note, “good science, rigorous research and clear thinking are necessary, but not
sufficient to benefit children” (p. 4). These chapters put Zigler’s contributions into historical and political context, describing how his work influenced the development of the field.

The chapters in the second part, “Ensuring Good Beginnings for All Children,” are devoted to an important problem facing children and families—the wide gap between what children need in the early years and what they currently receive. In this section, the reader learns about the formation of the Head Start program and various reforms to the program designed to help narrow this gap. Other topics addressed concerning the gap between what programs should and do provide for young children are the merits and pitfalls of both universal and targeted programs. Here, NIEER researchers contribute to the debate with a chapter devoted to analysis of the movement toward universal preschool education programs throughout the United States. Also addressed in this section is the overlap of research and advocacy in promoting the successful development of early care and education policies.

“Addressing the Needs of the Most Vulnerable Children and Families,” the third part of the volume, moves beyond Head Start to address larger issues contributing to poverty and its effects on children. The chapters here describe work, all of which was either conducted or supported by Zigler, done in a
variety of areas related to breaking the cycle of poverty.

Moving from focus on the whole child to a focus on the factors influencing the child’s development brings the reader to the final section of the book, titled “Strengthening Children, Families, and Communities.” Here the reader learns about Zigler’s influence on parent education via his aim to serve parents as well as children through the Head Start program. Other specific topics addressed in these final chapters include children’s social and emotional development, the family support movement, and the impact of new media for disseminating information and advancing child development initiatives.

The book ends with an epilogue from Zigler himself. In a few pages, he briefly outlines his journey from empirical scientist to policy implementer to researcher and advocate—and calls for the torch of useful research to be carried on by his students and others throughout the nation.

This book successfully provides a broad overview of the field of child development and social policy while also pointing the reader to specific programs and issues that have led to past developments, that modify current thinking, and that will ultimately affect the future of the field.

I reviewed this book for NIEER; access the entire review here: http://nieer.org/wp-content/uploads/2016/08/71.pdf… (mais)