ABSTRACT
In the United States during the 1960s, several political and social events converged with emerging research fi ndings on the malleability of children’s intellectual development, leading to major initiatives in parent education and early childhood education. Among the political and social events was the concern with children growing up in poverty and their subsequent low school achievement. Believing that access to early quality educational experiences could change these children’s projected trajectory in school, numerous interventions were initiated to make compensatory experiences available. These early initiatives were primarily child focused with either direct services to children in center settings or indirect services to children through parent education provided in the home.
