Samuel L. Odom & Elizabeth P. Pungello 
Infants, Toddlers, and Families in Poverty [EPUB ebook] 
Research Implications for Early Child Care

Introduction ,

1. Poor and Low-Income Families, Infant/Toddler Development, and the Prospects for Change: Back to the Future,
Lawrence
Aber

I. 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. Bauer

II. 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 Place

III. 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. Berlin

IV. 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. Zuckerman

V. 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 Yoches

VI. 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 Walker

Conclusion

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

Samuel L. Odom, Ph D, 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, Ph D, 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, Ph D, 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.