During the last 3 decades, considerable
progress has been made in understanding the ecological and cultural context for children’s development and, in particular, the harmful effects of poverty and its correlates on family functioning and child development (e.g., Bronfenbrenner, 1979, 1986; Brooks-Gunn, 2003; Gomby, 2005; Olds et al., 2007). This knowledge has informed a variety of early intervention strategies designed to diminish the effects of poverty on children’s development and readiness for school.