<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Engle, P. L.</style></author><author><style face="normal" font="default" size="100%">Super, C. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Handbook of Early Childhood Development Research and Its Impact on Global Policy</style></title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood development</style></keyword><keyword><style  face="normal" font="default" size="100%">global policy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://global.oup.com/academic/product/handbook-of-early-childhood-development-research-and-its-impact-on-global-policy-9780199922994?cc=us&amp;lang=en&amp;#</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Oxford University Press</style></publisher><pub-location><style face="normal" font="default" size="100%">New York, NY USA</style></pub-location><pages><style face="normal" font="default" size="100%">560</style></pages><isbn><style face="normal" font="default" size="100%">9780199922994</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Early childhood development research offers solutions to several of the world&amp;#39;s social and economic problems - solutions that can break the cycle of intergenerational poverty, improve the health, education, and wellbeing of the global population, and yield high rates of return on investment in the formative years of life. And yet over one-third of children worldwide under five years of age still fail to achieve their full developmental potential due to malnutrition, poverty, disease, neglect, and lack of learning opportunities.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Brooks-Gunn, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Beyond shared book reading: dimensions of home literacy and low-income African American preschoolers' skills.</style></title><secondary-title><style face="normal" font="default" size="100%">New Dir Child Adolesc Dev</style></secondary-title><alt-title><style face="normal" font="default" size="100%">New Dir Child Adolesc Dev</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Adolescent</style></keyword><keyword><style  face="normal" font="default" size="100%">African Americans</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Early Intervention (Education)</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Language Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Poverty</style></keyword><keyword><style  face="normal" font="default" size="100%">Pregnancy</style></keyword><keyword><style  face="normal" font="default" size="100%">Pregnancy in Adolescence</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading</style></keyword><keyword><style  face="normal" font="default" size="100%">Risk Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Environment</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2001</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2001 Summer</style></date></pub-dates></dates><pages><style face="normal" font="default" size="100%">73-89; discussion 91-8</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">92</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Ulkuer, N.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Child development in developing countries: child rights and policy implications.</style></title><secondary-title><style face="normal" font="default" size="100%">Child Dev</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Child Dev</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Abuse</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Advocacy</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Rearing</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Welfare</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Cross-Cultural Comparison</style></keyword><keyword><style  face="normal" font="default" size="100%">Developing Countries</style></keyword><keyword><style  face="normal" font="default" size="100%">Education</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Forecasting</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Infant</style></keyword><keyword><style  face="normal" font="default" size="100%">International Cooperation</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Parent-Child Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Parenting</style></keyword><keyword><style  face="normal" font="default" size="100%">Public Policy</style></keyword><keyword><style  face="normal" font="default" size="100%">Punishment</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Values</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012 Jan-Feb</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">92-103</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The Multiple Indicator Cluster Survey was used to provide information on feeding practices, caregiving, discipline and violence, and the home environment for young children across 28 countries. The findings from the series of studies in this Special Section are the first of their kind because they provide information on the most proximal context for development of the youngest children in the majority world using one of the only data sets to study these contexts across countries. Using the framework of the Convention on the Rights of the Child, in particular the Rights to Survival, Development and Protection, findings are explained with implications for international and national-level social policies. Implications are also discussed, with respect to policy makers and the larger international community, who have the obligation to uphold these rights.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Yoshikawa, H.</style></author><author><style face="normal" font="default" size="100%">van Ravens, J.</style></author><author><style face="normal" font="default" size="100%">Ponguta, L. A.</style></author><author><style face="normal" font="default" size="100%">Reyes, M.</style></author><author><style face="normal" font="default" size="100%">Oh, S.</style></author><author><style face="normal" font="default" size="100%">Dimaya, R.</style></author><author><style face="normal" font="default" size="100%">Nieto, A. M.</style></author><author><style face="normal" font="default" size="100%">Seder, R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Strengthening systems for integrated early childhood development services: a cross-national analysis of governance.</style></title><secondary-title><style face="normal" font="default" size="100%">Ann N Y Acad Sci</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Ann. N. Y. Acad. Sci.</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Delivery of Health Care, Integrated</style></keyword><keyword><style  face="normal" font="default" size="100%">Early Intervention (Education)</style></keyword><keyword><style  face="normal" font="default" size="100%">Early Medical Intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Infant</style></keyword><keyword><style  face="normal" font="default" size="100%">Infant, Newborn</style></keyword><keyword><style  face="normal" font="default" size="100%">National Health Programs</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><volume><style face="normal" font="default" size="100%">1308</style></volume><pages><style face="normal" font="default" size="100%">245-55</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for the analysis of ECD services as they go to scale. The aim of this paper is to present findings from four countries, using a cross-national case study approach to explore governance mechanisms required to strengthen national systems of ECD services. While different sets of governance strategies and challenges were identified in each country, overarching themes also emerged with implications for systems strengthening. Study results focus on local, mid-level and central governance, with recommendations for effective coordination and the integration of ECD services in LMICs.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Lye, S. J.</style></author><author><style face="normal" font="default" size="100%">Proulx, K.</style></author><author><style face="normal" font="default" size="100%">Yousafzai, A. K.</style></author><author><style face="normal" font="default" size="100%">Matthews, S. G.</style></author><author><style face="normal" font="default" size="100%">Vaivada, T.</style></author><author><style face="normal" font="default" size="100%">Perez-Escamilla, R.</style></author><author><style face="normal" font="default" size="100%">Rao, N.</style></author><author><style face="normal" font="default" size="100%">Ip, P.</style></author><author><style face="normal" font="default" size="100%">Fernald, L. C. H.</style></author><author><style face="normal" font="default" size="100%">MacMillan, H.</style></author><author><style face="normal" font="default" size="100%">Hanson, M.</style></author><author><style face="normal" font="default" size="100%">Wachs, T. D.</style></author><author><style face="normal" font="default" size="100%">Yao, H.</style></author><author><style face="normal" font="default" size="100%">Yoshikawa, H.</style></author><author><style face="normal" font="default" size="100%">Cerezo, A.</style></author><author><style face="normal" font="default" size="100%">Leckman, J. F.</style></author><author><style face="normal" font="default" size="100%">Bhutta, Z. A.</style></author></authors><translated-authors><author><style face="normal" font="default" size="100%">Early Childhood Development Interventions Review Group, for the Lancet Early Childhood Development Series Steering Committee</style></author></translated-authors></contributors><titles><title><style face="normal" font="default" size="100%">Nurturing care: promoting early childhood development.</style></title><secondary-title><style face="normal" font="default" size="100%">Lancet</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Lancet</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Caregivers</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Parents</style></keyword><keyword><style  face="normal" font="default" size="100%">Public Policy</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Behavior</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2017 01 07</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">389</style></volume><pages><style face="normal" font="default" size="100%">91-102</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The UN Sustainable Development Goals provide a historic opportunity to implement interventions, at scale, to promote early childhood development. Although the evidence base for the importance of early childhood development has grown, the research is distributed across sectors, populations, and settings, with diversity noted in both scope and focus. We provide a comprehensive updated analysis of early childhood development interventions across the five sectors of health, nutrition, education, child protection, and social protection. Our review concludes that to make interventions successful, smart, and sustainable, they need to be implemented as multi-sectoral intervention packages anchored in nurturing care. The recommendations emphasise that intervention packages should be applied at developmentally appropriate times during the life course, target multiple risks, and build on existing delivery platforms for feasibility of scale-up. While interventions will continue to improve with the growth of developmental science, the evidence now strongly suggests that parents, caregivers, and families need to be supported in providing nurturing care and protection in order for young children to achieve their developmental potential.&lt;/p&gt;</style></abstract><issue><style face="normal" font="default" size="100%">10064</style></issue><custom1><style face="normal" font="default" size="100%">http://www.ncbi.nlm.nih.gov/pubmed/27717615?dopt=Abstract</style></custom1></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Who am I? Ethnic identity formation of Arab Muslim children in contemporary U.S. society</style></title><secondary-title><style face="normal" font="default" size="100%">J Am Acad Child Adolesc Psychiatry</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Social Identification</style></keyword><keyword><style  face="normal" font="default" size="100%">Achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">Arabs/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">culture</style></keyword><keyword><style  face="normal" font="default" size="100%">Emigrants and Immigrants/psychology/statistics &amp; numerical data</style></keyword><keyword><style  face="normal" font="default" size="100%">Ethnic Groups/*ethnology/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Islam/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">United States</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Aug</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">8</style></number><volume><style face="normal" font="default" size="100%">47</style></volume><pages><style face="normal" font="default" size="100%">853-7</style></pages><isbn><style face="normal" font="default" size="100%">1527-5418 (Electronic)&lt;br/&gt;0890-8567 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><accession-num><style face="normal" font="default" size="100%">18645418</style></accession-num><notes><style face="normal" font="default" size="100%">Britto, Pia Rebello&lt;br/&gt;eng&lt;br/&gt;2008/07/23 09:00&lt;br/&gt;J Am Acad Child Adolesc Psychiatry. 2008 Aug;47(8):853-7. doi: 10.1097/CHI.0b013e3181799fa6.</style></notes><auth-address><style face="normal" font="default" size="100%">Child Study Center, Yale University, USA. pia.britto@yale.edu</style></auth-address></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Brooks-Gunn, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Beyond shared book reading: dimensions of home literacy and low-income African American preschoolers' skills</style></title><secondary-title><style face="normal" font="default" size="100%">New Dir Child Adolesc Dev</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Language Development</style></keyword><keyword><style  face="normal" font="default" size="100%">*Reading</style></keyword><keyword><style  face="normal" font="default" size="100%">*Social Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Adolescent</style></keyword><keyword><style  face="normal" font="default" size="100%">African Americans/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Early Intervention (Education)</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Poverty/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Pregnancy</style></keyword><keyword><style  face="normal" font="default" size="100%">Pregnancy in Adolescence/psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Risk Factors</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2001</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Summer</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">92</style></number><pages><style face="normal" font="default" size="100%">73-89; discussion 91-8</style></pages><isbn><style face="normal" font="default" size="100%">1520-3247 (Print)&lt;br/&gt;1520-3247 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><accession-num><style face="normal" font="default" size="100%">11468868</style></accession-num><notes><style face="normal" font="default" size="100%">Britto, P R&lt;br/&gt;Brooks-Gunn, J&lt;br/&gt;eng&lt;br/&gt;Clinical Trial&lt;br/&gt;Randomized Controlled Trial&lt;br/&gt;Research Support, Non-U.S. Gov't&lt;br/&gt;2001/07/27 10:00&lt;br/&gt;New Dir Child Adolesc Dev. 2001 Summer;(92):73-89; discussion 91-8. doi: 10.1002/cd.16.</style></notes><auth-address><style face="normal" font="default" size="100%">Center for Children and Families, Advancing Policy, Education and Development, Teachers College, Columbia University, USA.</style></auth-address></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Brooks-Gunn, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Provisions of learning experiences in the home and early childhood school readiness are clearly linked</style></title><secondary-title><style face="normal" font="default" size="100%">New Dir Child Adolesc Dev</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Language Development</style></keyword><keyword><style  face="normal" font="default" size="100%">*Reading</style></keyword><keyword><style  face="normal" font="default" size="100%">*Social Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Family/psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Infant</style></keyword><keyword><style  face="normal" font="default" size="100%">Poverty/psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Psychosocial Deprivation</style></keyword><keyword><style  face="normal" font="default" size="100%">Semantics</style></keyword><keyword><style  face="normal" font="default" size="100%">Verbal Learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2001</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Summer</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">92</style></number><pages><style face="normal" font="default" size="100%">1-6</style></pages><isbn><style face="normal" font="default" size="100%">1520-3247 (Print)&lt;br/&gt;1520-3247 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><accession-num><style face="normal" font="default" size="100%">11468863</style></accession-num><notes><style face="normal" font="default" size="100%">Britto, P R&lt;br/&gt;Brooks-Gunn, J&lt;br/&gt;eng&lt;br/&gt;Editorial&lt;br/&gt;2001/07/27 10:00&lt;br/&gt;New Dir Child Adolesc Dev. 2001 Summer;(92):1-6. doi: 10.1002/cd.11.</style></notes></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Clure, C. M.</style></author><author><style face="normal" font="default" size="100%">Stansbery, P.</style></author><author><style face="normal" font="default" size="100%">Fenn, T.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Early childhood development: promoting the potential of all children</style></title><secondary-title><style face="normal" font="default" size="100%">AIDSAIDS</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Child Development</style></keyword><keyword><style  face="normal" font="default" size="100%">*Family Health</style></keyword><keyword><style  face="normal" font="default" size="100%">*Parent-Child Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">HIV Infections/*prevention &amp; control/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Jul</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">28 Suppl 3</style></volume><pages><style face="normal" font="default" size="100%">S245-6</style></pages><isbn><style face="normal" font="default" size="100%">1473-5571 (Electronic)&lt;br/&gt;0269-9370 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><accession-num><style face="normal" font="default" size="100%">24991895</style></accession-num><notes><style face="normal" font="default" size="100%">Britto, Pia Rebello&lt;br/&gt;Clure, Craig Mc&lt;br/&gt;Stansbery, Pablo&lt;br/&gt;Fenn, Thomas&lt;br/&gt;eng&lt;br/&gt;England&lt;br/&gt;2014/07/06 06:00&lt;br/&gt;AIDS. 2014 Jul;28 Suppl 3:S245-6. doi: 10.1097/QAD.0000000000000380.</style></notes><auth-address><style face="normal" font="default" size="100%">UNICEF, New York, USA.</style></auth-address></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Perez-Escamilla, R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">No second chances? Early critical periods in human development. Introduction</style></title><secondary-title><style face="normal" font="default" size="100%">Soc Sci Med</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Child Development</style></keyword><keyword><style  face="normal" font="default" size="100%">*Critical Period (Psychology)</style></keyword><keyword><style  face="normal" font="default" size="100%">*Fetal Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Age Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Infant</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Nov</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">97</style></volume><pages><style face="normal" font="default" size="100%">238-40</style></pages><isbn><style face="normal" font="default" size="100%">1873-5347 (Electronic)&lt;br/&gt;0277-9536 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><accession-num><style face="normal" font="default" size="100%">24084209</style></accession-num><notes><style face="normal" font="default" size="100%">Britto, Pia Rebello&lt;br/&gt;Perez-Escamilla, Rafael&lt;br/&gt;eng&lt;br/&gt;Introductory&lt;br/&gt;England&lt;br/&gt;2013/10/03 06:00&lt;br/&gt;Soc Sci Med. 2013 Nov;97:238-40. doi: 10.1016/j.socscimed.2013.09.001. Epub 2013 Sep 8.</style></notes><auth-address><style face="normal" font="default" size="100%">UNICEF, USA. Electronic address: pia.britto@yale.edu.</style></auth-address></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Singh, M.</style></author><author><style face="normal" font="default" size="100%">Dua, T.</style></author><author><style face="normal" font="default" size="100%">Kaur, R.</style></author><author><style face="normal" font="default" size="100%">Yousafzai, A. K.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">What implementation evidence matters: scaling-up nurturing interventions that promote early childhood development</style></title><secondary-title><style face="normal" font="default" size="100%">Ann N Y Acad Sci</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood development</style></keyword><keyword><style  face="normal" font="default" size="100%">implementation evidence</style></keyword><keyword><style  face="normal" font="default" size="100%">nurturing care</style></keyword><keyword><style  face="normal" font="default" size="100%">scale-up</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">1</style></number><volume><style face="normal" font="default" size="100%">1419</style></volume><pages><style face="normal" font="default" size="100%">5-16</style></pages><isbn><style face="normal" font="default" size="100%">1749-6632 (Electronic)&lt;br/&gt;0077-8923 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Research in early childhood development (ECD) has established the need for scaling-up multisectoral interventions for nurturing care to promote ECD, for improved socioeconomic outcomes for sustainable societies. However, key elements and processes for implementation and scale-up of such interventions are not well understood. This special series on implementation research and practice for ECD brings together evidence to inform effectiveness, quality, and scale in nurturing care programs; identifies knowledge gaps; and proposes further directions for research and practice. This paper frames the dimensions and components fundamental to the understanding of implementation processes for nurturing care interventions, factors for improving implementation of interventions, and strategies to scale by embedding interventions in delivery systems. We discuss emerging issues in implementation research for ECD, including (1) the role of context in adaptation and implementation, (2) standardized reporting of implementation research, (3) the importance of feasibility studies to inform scale-up and capacity building, (4) fidelity and program quality improvement, and (5) intervention integration into existing systems. Effective implementation of nurturing care interventions is at the heart of achieving positive developmental outcomes for young children. It is pivotal to adapt and implement these interventions based on evidence for high impact, especially in low-resource settings.</style></abstract><accession-num><style face="normal" font="default" size="100%">29791739</style></accession-num><notes><style face="normal" font="default" size="100%">Britto, Pia R&lt;br/&gt;Singh, Manpreet&lt;br/&gt;Dua, Tarun&lt;br/&gt;Kaur, Raghbir&lt;br/&gt;Yousafzai, Aisha K&lt;br/&gt;eng&lt;br/&gt;001/World Health Organization/International&lt;br/&gt;2018/05/24 06:00&lt;br/&gt;Ann N Y Acad Sci. 2018 May;1419(1):5-16. doi: 10.1111/nyas.13720.</style></notes><auth-address><style face="normal" font="default" size="100%">Early Childhood Development, UNICEF, New York, New York.&lt;br/&gt;Bill and Melinda Gates Foundation, Seattle, Washington.&lt;br/&gt;Department of Mental Health and Substance Abuse, World Health Organization, Geneva, Switzerland.&lt;br/&gt;Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Harvard University, Boston, Massachusetts.</style></auth-address></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Britto, P. R.</style></author><author><style face="normal" font="default" size="100%">Yoshikawa, H.</style></author><author><style face="normal" font="default" size="100%">van Ravens, J.</style></author><author><style face="normal" font="default" size="100%">Ponguta, L. A.</style></author><author><style face="normal" font="default" size="100%">Reyes, M.</style></author><author><style face="normal" font="default" size="100%">Oh, S.</style></author><author><style face="normal" font="default" size="100%">Dimaya, R.</style></author><author><style face="normal" font="default" size="100%">Nieto, A. M.</style></author><author><style face="normal" font="default" size="100%">Seder, R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Strengthening systems for integrated early childhood development services: a cross-national analysis of governance</style></title><secondary-title><style face="normal" font="default" size="100%">Ann N Y Acad SciAnn N Y Acad Sci</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Annals of the New York Academy of Sciences</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Child Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">coordination</style></keyword><keyword><style  face="normal" font="default" size="100%">Delivery of Health Care, Integrated/organization &amp; administration</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood</style></keyword><keyword><style  face="normal" font="default" size="100%">Early Intervention (Education)/*organization &amp; administration</style></keyword><keyword><style  face="normal" font="default" size="100%">Early Medical Intervention/organization &amp; administration</style></keyword><keyword><style  face="normal" font="default" size="100%">governance</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Infant</style></keyword><keyword><style  face="normal" font="default" size="100%">Infant, Newborn</style></keyword><keyword><style  face="normal" font="default" size="100%">low- and middle-income countries (LMICs)</style></keyword><keyword><style  face="normal" font="default" size="100%">National Health Programs</style></keyword><keyword><style  face="normal" font="default" size="100%">systems strengthening</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Jan</style></date></pub-dates></dates><edition><style face="normal" font="default" size="100%">2014/02/28</style></edition><volume><style face="normal" font="default" size="100%">1308</style></volume><pages><style face="normal" font="default" size="100%">245-55</style></pages><isbn><style face="normal" font="default" size="100%">0077-8923</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for the analysis of ECD services as they go to scale. The aim of this paper is to present findings from four countries, using a cross-national case study approach to explore governance mechanisms required to strengthen national systems of ECD services. While different sets of governance strategies and challenges were identified in each country, overarching themes also emerged with implications for systems strengthening. Study results focus on local, mid-level and central governance, with recommendations for effective coordination and the integration of ECD services in LMICs.</style></abstract><accession-num><style face="normal" font="default" size="100%">24571220</style></accession-num><notes><style face="normal" font="default" size="100%">1749-6632&lt;br/&gt;Britto, Pia Rebello&lt;br/&gt;Yoshikawa, Hirokazu&lt;br/&gt;van Ravens, Jan&lt;br/&gt;Ponguta, Liliana Angelica&lt;br/&gt;Reyes, Maria&lt;br/&gt;Oh, Soojin&lt;br/&gt;Dimaya, Roland&lt;br/&gt;Nieto, Ana Maria&lt;br/&gt;Seder, Richard&lt;br/&gt;Journal Article&lt;br/&gt;United States&lt;br/&gt;Ann N Y Acad Sci. 2014 Jan;1308:245-55. doi: 10.1111/nyas.12365.</style></notes><auth-address><style face="normal" font="default" size="100%">United Nations Children's Fund, New York, New York, The Edward Zigler Center in Child Development and Social Policy, and The Child Study Center, Yale School of Medicine, New Haven, Connecticut.</style></auth-address><remote-database-provider><style face="normal" font="default" size="100%">NLM</style></remote-database-provider></record></records></xml>