Publication Date: August 28, 2015
Series: Early Childhood Education Series
The early childhood field has long understood that targeting the intersection of health and learning is integral to serving children, especially those from disadvantaged backgrounds. Yet this developmentally informed educational philosophy has been jeopardized by an increased emphasis on standards-based accountability. In this book, the authors explain why healthy learning is good for children, schools, and society, and they suggest concrete ways to make it happen. Moving back and forth between national statistics and the intimate voices of parents, teachers, and service providers in a large urban school district, they formulate an action plan for educating the whole child and reducing educational inequities. While the book covers a broad spectrum of American children, special attention is given to the growing population of Mexican immigrant children. Chapters include: Issues to Ponder, Keywords, Take-Home Messages, and Next Questions.
Robert Crosnoe is a C.B. Smith, Sr. Centennial Chair at the University of Texas. Claude Bonazzo is a graduate student in the Department of Sociology at the University of Texas and a predoctoral trainee at the Population Research Center. Nina Wu works at Children’s Council of San Francisco.
"Blending diverse data sources and analytic tools, Crosnoe, Bonazzo, and Wu present a compelling case for linking ECE with health in policy and practice. The authors paint a cogent picture of early learning in social contexts, with a focus on the paradoxical trajectories of the children of Mexican immigrants. Pedagogically rich in terms of policy and methodologically innovative, this book shows the power of multimethod research."
—Beth Graue, Sorenson Professor of Childhood Studies, Department of Curriculum and Instruction, University of Wisconsin–Madison