This project seeks to answer questions about the effectiveness of early childhood programs in meeting their important goals, paying careful attention to the effectiveness of program variations (especially in regard to particular demographic and economic target groups). This review will be guided by two overarching questions: (1) How effective are existing early childhood education (ECE) programs when it comes to improving the cognitive, socioemotional, behavioral, and health outcomes of low-income children? And what does the research say about these effects in the short, intermediate, and long term? and (2) What program variations are more effective than others? Setting this project apart from other studies will be its emphasis on reconciling the capacities--and needs--of parents with the ability of ECE programs and other social institutions to help provide what children need for optimal social and cognitive development. Findings are expected to recognize the reciprocal importance of parent-child (and, as appropriate, grandparent-child) relationships. Rather than using such findings as evidence that ECE programs "work," the authors hope to use them as guidelines for how programs could be structured for greater effectiveness in particular situations. In doing so, they will attempt to reconcile early learning and development objectives with child care as a means for helping parents to work in the paid economy.