title: Processes of Early Childhood Interventions to Adult Well-Being.
abstract: This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child-Parent Centers.
authors.affiliation: University of Minnesota.
authors.forename: Arthur J
authors.initials: AJ
authors.lastname: Reynolds
authors.affiliation: University of Minnesota.
authors.forename: Suh-Ruu
authors.initials: SR
authors.lastname: Ou
authors.affiliation: University of Minnesota.
authors.forename: Christina F
authors.initials: CF
authors.lastname: Mondi
authors.affiliation: University of Minnesota.
authors.forename: Momoko
authors.initials: M
authors.lastname: Hayakawa
mesh_terms: D000293:Adolescent; D000328:Adult; D002648:Child; D002675:Child, Preschool; D018479:Early Intervention, Educational; D005190:Family / Q000523:psychology*; D006803:Human Development; D006801:Humans; D010549:Personal Satisfaction; D012574:Schools; D012944:Social Support; D055815:Young Adult