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Current Search: topic:caregiver-depression;
Current Filters: Pub Year:2001 [remove];

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			Promoting social and emotional readiness for school: Toward a policy agenda Knitzer, Jane, 2001 In The Kauffman Early Education Exchange: Vol. 1, No. 1. Set for success: Building a strong foundation for school readiness based on the social-emotional development of young children (pp. 100-116). Kansas City, MO: The Ewing Marion Kauffman Foundation. An exploration of components, including policy and practice challenges and opportunities, of developing early childhood mental health initiatives that promote social-emotional development and school readiness, with discussion of the priority of preventive care and early intervention strategies	Other
			Assessing costs and benefits of early childhood intervention programs: Overview and application to the Starting Early Starting Smart program: Executive summary Karoly, Lynn A., 2001 Seattle: Casey Family Programs; Santa Monica, CA: Rand Corporation. A report summarizing the methodological issues in developing a cost benefit analysis for early childhood programs and their implications for the Starting Early Starting Smart intervention.	Executive Summary
			Assessing costs and benefits of early childhood intervention programs: Overview and applications to the Starting Early Starting Smart program Karoly, Lynn A., 2001 Seattle: Casey Family Programs; Santa Monica, CA: Rand Corporation. A discussion of issues for policymakers to consider in assessing the direct, monetary costs and benefits to early childhood intervention programs, based on information from the assessment of Starting Early Starting Smart (SESS)	Reports & Papers
			The Starting Early Starting Smart story United States. Department of Health and Human Services, 2001 Washington, DC: U.S. Substance Abuse and Mental Health Services Administration. A description of the Starting Early Starting Smart (SESS) research initiative, designed to integrate behavioral health services with child care and primary health care services for children from birth to 7 years of age	Other
			Feasibility study for a longitudinal survey of the impact of out of school childcare on children University of London. Thomas Coram Research Unit, December, 2001 (Research Report No. 319). Nottingham, United Kingdom: Great Britain, Department for Education and Skills. A survey of the impact of out-of-school care on outcomes for children in the United Kingdom	Reports & Papers

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