By Tyler W. Watts, Jade M. Jenkins, Kenneth A. Dodge with Robert C. Carr, Maria Sauval, Yu Bai, Maya Escueta, Jennifer K. Duer, Helen F. Ladd, Clara G. Muschkin, Ellen Peisner-Feinberg, and Elizabeth Ananat
Commentary by Dr. Eric Dearing. The Watts and colleagues’ Monograph provides a major contribution to our cumulative knowledge on when, for whom, and for how long public pre-K promotes achievement.
Commentary by Dr. Brenda Jones Harden. In the middle of the last century, public schools in the United States (US) were contending with the integration of Kindergarten into traditional public education.
The following clips were taken from an interview between Chang Liu, Associate Editor of Monograph Matters, and each of the corresponding authors.
How does funding for pre-k affect children in the long term? In the PowerPoint file…
By David Reiss, Jody M. Ganiban, Leslie D. Leve, Jenae M. Neiderhiser, Daniel S. Shaw, and Misaki N. Natsuaki.
Commentary by Matt McGue, Robert F. Krueger, and Glenn I. Roisman. Parents have long been seen as playing a fundamental and implicitly causal role in shaping the children they rear. A focus on parenting is evident in the premier journals in developmental science…
Commentary by Stephen Petrill. Over the past decade the “Big Science” trend has led to ever larger datasets, massive teams of researchers, data harmonization, and an increasing number of meta-analyses and data consortia.
Commentary by Jasmine Wertz. At the 2023 Academy Awards show, a theme running through many of the speeches were awardee’s references to their parents. From actress Michelle Yeoh dedicating her award to her mother…
The following clips were taken from an interview between Lauren Myers and Cecelia Liu, Associate Editors of Monograph Matters, and each of the authors of the Monographs of the Society for Research in Child Development issue, “Parenting in the Context of the Child: Genetic and Social Processes.”