Abstract
Interest in two-generation approaches to improve the developmental outcomes of children and their caregivers and the economic well-being of families has increased amid persistent child and family poverty worldwide. Grounded in a dual developmental science perspective and the theory of linked lives, these approaches maximize developmental potential by addressing the interrelated educational, economic, and developmental needs of children and their caregivers. They offer coordinated, aligned, and simultaneous services for at least two generations in the same family. In this article, we propose that from a global perspective, two-generation approaches that harness synergies among children and their caregivers are likely to be more effective than single-generation approaches in alleviating poverty and improving human development. We identify five models in different geographic regions of the world that promote the development of young children (0–6 years), the education and livelihood of their caregivers, and the well-being of both, which we group by type of program: quality child care, early childhood development + nonformal education for parents, and cash transfers + parenting. We close with a call for more research on two-generation programs and policies globally.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 204-214 |
| Number of pages | 11 |
| Journal | Child Development Perspectives |
| Volume | 18 |
| Issue number | 4 |
| DOIs | |
| State | Published - Dec 2024 |
Funding
This work builds from the scholarly contributions of our foundational two-generation research group, P. Lindsay Chase-Lansdale, Jeanne Brooks-Gunn, Terri Sabol, Amanda Morris, and Christopher King. We thank the researchers who generously donated their time to review preliminary case study materials, including Orazio Attanasio, Elizabeth Hentschel, Laura Rawlings, and their teams. The research reported here was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B200010 to New York University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This work builds from the scholarly contributions of our foundational two\u2010generation research group, P. Lindsay Chase\u2010Lansdale, Jeanne Brooks\u2010Gunn, Terri Sabol, Amanda Morris, and Christopher King. We thank the researchers who generously donated their time to review preliminary case study materials, including Orazio Attanasio, Elizabeth Hentschel, Laura Rawlings, and their teams. The research reported here was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B200010 to New York University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Keywords
- early child development
- family well-being
- human development
- multi-generation
- two-generation
- whole family
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Life-span and Life-course Studies
