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

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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.

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Authors and Affiliations

  1. Department of Teaching and Learning, Florida International University, 11200 SW 8th Street, Miami, FL, 33199, USA

    Laura H. Dinehart

  2. University of Miami, Coral Gables, FL, USA

    Lynne F. Katz & Mary Anne Ullery

  3. University of Missouri, Columbia, MO, USA

    Louis Manfra

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  1. Laura H. Dinehart
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  2. Lynne F. Katz
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  3. Louis Manfra
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  4. Mary Anne Ullery
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Correspondence to Laura H. Dinehart.

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Dinehart, L.H., Katz, L.F., Manfra, L. et al. Providing Quality Early Care and Education to Young Children Who Experience Maltreatment: A Review of the Literature. Early Childhood Educ J 41, 283–290 (2013). https://doi.org/10.1007/s10643-012-0553-6

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