Samuel L. Odom, PhD, is Director of the Frank Porter Graham Child Development Institute (FPG) and Professor in the School of Education at the University of North Carolina at Chapel Hill. He has published over 100 journal articles and seven books on early childhood intervention and developmental disabilities. Dr. Odom's research interests include preschool prevention and school readiness, effectiveness of programs for children and youth with autism spectrum disorders, and early intervention for infants and toddlers with or at risk for disability. He is a recipient of the Special Education Research Award from the Council for Exceptional Children. Elizabeth P. Pungello, PhD, is a Scientist at FPG, a Research Associate Professor in the Developmental Psychology Program at the University of North Carolina at Chapel Hill, and a Mentor Faculty member at the Center for Developmental Science. Her research focuses on closing the achievement gap between at-risk and other children. She helps lead the FPG Infant/Toddler Child Care Initiative in the development and evaluation of a model of high-quality center care for infants and toddlers raised in poverty. Nicole Gardner-Neblett, PhD, is an Investigator at FPG at the University of North Carolina at Chapel Hill. Her main focus is the FPG Infant/Toddler Child Care Initiative, where she works to design and implement a model for infant/toddler care to promote the early learning, development, and health of children living in poverty. Her principal research interests are the effects of parenting practices and the classroom context on children's language and literacy development.
Introduction
1. Poor and Low-Income Families
Infant/Toddler Development
and the Prospects for Change: Back to the Future
Lawrence AberI. Cognit ive Development 2. The Development of Attention in Infancy and Early Childhood: Implications for Early Childhood and Early Intervention
John Colombo
Kathleen N. Kannass
Dale Walker
and Caitlin C. Brez 3. Facilitating Learning and Memory in Infants and Young Children: Mechanisms and Methods
Patricia J. BauerII. Language Development 4. How Babies Talk: Six Principles of Early Language Development
Kathy Hirsh-Pasek and Roberta Michnick Golinkoff 5. Bilingual Language Learners
Erika Hoff and Silvia PlaceIII. Social-Emotional Development 6. The Development of Self-Regulation in Infancy and Early Childhood: An Organizing Framework for the Design and Evaluation of Early Care and Education Programs for Children in Poverty
Clancy Blair
Daniel J. Berry
and Allison H. Friedman 7. Temperament as a Tool in Promoting Early Childhood Development
John E. Bates 8. Leveraging Attachment Research to Re-vision Infant/Toddler Care for Poor Families
Lisa J. BerlinIV. Health and Physical Development 9. Nutrition and Physical Activity
Robert C. Whitaker and Rachel A. Gooze 10. Impact of Early Childhood on Health throughout the Lifespan
Barry S. ZuckermanV. Implications for Families 11. An Ecological View of the Socialization Process of Latino Children
Natasha J. Cabrera 12. Infant/Toddler Care and High-Risk Families: Quality Services for "Omitted" Children
Brenda Jones Harden
Colleen Monahan
and Meryl YochesVI. Infant/Toddler Care and Education 13. Beginnings of School Readiness in Infant/Toddler Development: Evidence from Early Head Start
John M. Love
Rachel Chazan-Cohen
Jeanne Brooks-Gunn
Helen Raikes
Cheri A. Vogel
and Ellen Eliason Kisker 14. Research-Based Approaches for Individualizing Caregiving and Educational Interventions for Infants and Toddlers in Poverty
Judith J. Carta
Charles Greenwood
Kathleen Baggett
Jay Buzhardt
and Dale WalkerConclusion 15. Translating Contemporary Developmental and Health Science: Designing an Early Childhood Program for Young Children and Their Families Living in Poverty
Samuel L. Odom
Elizabeth P. Pungello
and Nicole Gardner-Neblett
