Providing Quality Early Care and Education to Young Children Who Experience Maltreatment: A Review of the Literature

Laura H. Dinehart, Lynne F. Katz, Louis Manfra, Mary Anne Ullery

Research output: Contribution to journalReview article

6 Scopus citations

Abstract

The current paper highlights the few studies that examine the role of early care and education on the developmental and early academic outcomes of children who experience maltreatment. First, we argue that children who experience maltreatment are at significant risk for poor developmental outcomes as a result of the chronic exposure to stress that is typical of this population. Recent evidence emphasizing the effects of stress on brain development is discussed. Next, the role of quality early care and education (ECE) experiences for children receiving services from child protective agencies are explored, underscoring three particular studies that examine the early educational experiences of children who receive child protective services as a result of maltreatment or exposure to violence. Finally, we focus on current approaches to improve the outcomes of children who experience maltreatment, within the context of ECE, and the implications for future research. Overall, this review serves as a call for international research efforts to explore the role of ECE on the developmental and early educational outcomes of this vulnerable population of children.

Original languageEnglish (US)
Pages (from-to)283-290
Number of pages8
JournalEarly Childhood Education Journal
Volume41
Issue number4
DOIs
StatePublished - Jul 1 2013

Keywords

  • Birth to five
  • Child abuse and neglect
  • Early childcare and education
  • High-risk

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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