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Early Childhood Education


Articles
by Elizabeth Graue, Sharon Ryan, Bethany Wilinski, Kaitlin Northey & Amato Nocera — 2018
In this paper, we examine public PreK policy enactment through a study of New Jersey’s highly regulated PreK program and Wisconsin’s locally determined, mid-regulation 4K program. Early learning standards were only part of the complex architecture that structures PreK experience, with K–12 accountability a growing force.

by Katherine K. Delaney & Susan B. Neuman — 2018
This article examines how local and national media sources framed early childhood educational policy in the case of the scale-up of Universal Pre-Kindergarten in New York City. Using rhetorical analysis, the authors identify the key narratives used to frame the scale-up of UPK, and examine what implications this framing has for public understandings of early childhood educational policies and practices.

by Karen Wohlwend — 2017
Monster High, a popular transmedia doll franchise for girls, is analyzed as a virtual dollhouse that converges toys, digital media, popular media, and social media in ways that circulate naturalized and normalizing expectations for girls. However, analysis of the digital dress-up and online doll play that children produce and share on social media shows that players also make use of this convergence to remake imaginaries for their own purposes in ways that both reproduce and rupture these expectations.

by Kyunghwa Lee — 2017
The study investigated how early childhood teachers’ perspectives of and practices for managing the behavior and bodies of children at risk of being identified with ADHD were related to the increasing concern over school readiness under SBA reform.

by Michael Gottfried & Kevin Gee — 2017
Drawing upon Bronfenbrenner’s bioecological model of development, authors investigate how key process, person, and contextual factors concurrently explain the incidence of chronic absenteeism among kindergarteners in the U.S.

by Rene Rosenbaum — 2017
This article documents the growing disparity in program quality between Migrant and Seasonal Head Start and Head Start overall and argues that the growing teacher qualifications gap documented between Head Start programs is Head Start policy related.

by Michael Gottfried — 2015
This study examines if differences in achievement and socioemotional outcomes arise based on having attended center-based care in both prekindergarten and kindergarten years, versus in only one of those years or in neither of those years.

by Mable Kinzie, Jessica Whittaker , Pat McGuire , Youngju Lee & Carolyn Kilday — 2015
We present the Research on Curricular Design (RCD) model and describe its use to design, develop, and test the efficacy of early childhood mathematics and science curricula. We share what was achieved with application of the RCD model and offer observations on the value of this approach for research on and development of educational products.

by Kevin Rathunde — 2014
After summarizing the results from two studies the author conducted in Montessori middle schools, the chapter discusses nine characteristics of Montessori education in relation to various theoretical perspectives on education and development.

by Stephanie Burdick-Shepherd — 2013
This chapter looks at John Dewey’s consideration of childhood as a platform from which to view the significance of childhood in moral life. It argues that the concept of childhood is integral to our thinking in the teaching and learning relationship. When we consider childhood from Dewey’s platform, we see that childhood is relevant to society both because it is a source of continued renewal and growth for our society and because its plastic and imaginative grounding enables children and their childhoods to fundamentally change educational relationships.

by Ümmühan Yeşil Dağlı & Ithel Jones — 2013
This study utilized data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to examine the longitudinal effects of delayed, early or on-time kindergarten enrollment and relative age on children’s reading and mathematics achievement from kindergarten to third grade. Data were analyzed using a propensity score stratification method and a cross-classified random effects model, adjusting for socio-demographic characteristics. Children in the delayed group entered kindergarten with higher reading and mathematics scores, yet achievement differences were negligible by the end of third grade. Relative age predicted children’s performances in reading and mathematics achievement. Typically, children who were older than their peers in the same class had higher academic achievement scores.

by Gregory Camilli, Sadako Vargas, Sharon Ryan & W. Steven Barnett — 2010
There is much current interest in the impact of early childhood education programs on preschoolers and, in particular, on the magnitude of cognitive and affective gains. To address this issue comprehensively, a meta-analysis was conducted for the purpose of synthesizing the outcomes of comparative studies in this area. Consistent with the accrued research base on the effects of preschool education, significant effects were found in this study for children who attend a preschool program prior to entering kindergarten. Although the largest effect sizes were observed for cognitive outcomes, a preschool education was also found to impact children�s social skills and school progress. Specific aspects of the treatments that positively correlated with gains included teacher-directed instruction and small-group instruction; provision of additional services tended to be associated with smaller gains.

by Daric Desautel — 2009
This article explores how several classroom practices can promote self-reflection and metacognition among elementary students. When built into the existing curriculum, activities such as directed goal-setting, practice with language prompts, written self-reflections, and posttask oral conversations are shown to enrich the learning process by increasing students' awareness of themselves as learners.

by Joseph Dunne — 2008
This chapter grapples with “the obligation that the existence of children entails for every human society” (Hannah Arendt, “The Crisis in Education,” in Between Past and Future [New York: Penguin Books, 1968], 185.) Joseph Dunne begins by considering the dominant views of Western societies about the early years of childhood, the ideas which have shaped primary education practices. Those ideas, he claims, have been shaped by (1) the modern idea of “progress,” with its ultimate goal of “maturity,” and (2) postmodern social conditions which sometimes, for example, “enlist children as consumers,” transforming innocence into knowingness and cynicism.

by Wendy McGrath — 2007
This article discusses the notion of parent-teacher partnerships in early childhood education and care, and presents findings from an ethnographic study of relationships between mothers and teachers in a child care center.

by Judith Bernhard, Jim Cummins, F. Campoy, Alma Ada, Adam Winsler & Charles Bleiker — 2006
The authors describe in this article an innovative language intervention program involving the creation of bilingual, student self-authored identity texts. Called the Early Authors Program (EAP), the intervention stands as an example of how spaces and opportunities for literacy development among young ELLs can be created in a classroom instructional environment.

by William Jeynes — 2006
The author argues that American educators rely on standardized tests at too early an age when administered in kindergarten, particularly given the original intent of kindergarten as envisioned by its founder, Friedrich Froebel.

by Barbara Wasik, Mary Alice Bond & Annemarie Hindman — 2002
This chapter will first define the term “quality” with respect to preschool and kindergarten curriculum. An outline of the components of effective preschool and kindergarten programs for at-risk children will then be presented. These components are based on research findings from intervention practices that have been shown to have a positive impact on children’s later growth and development (Wasik, Bond, & Hindman, in press). In addition, systemic issues regarding class size, length of the day, and grouping practices will be addressed. Finally, the importance of professional development as the key to effective classroom practices will be discussed.

by Stacie Goffin — 2001
This chapter reviews ECCE-related NSSE Yearbooks and assesses them in light of the field’s present interests and concerns. I explore two issues in particular: the relationship of early childhood education to public school education and child development knowledge as the source of curriculum for early childhood education. These two issues are as central to the ECCE field at the onset of the twenty-first century as they were at the start of the twentieth.

by David Kennedy — 2000
An inquiry into Western representations of childhood in art, literature, social and cultural history, philosophy, psychoanalysis and religion. Implications are considered for the future of the adult-child relation in child rearing and education.

by Bruce Fuller, Costanza Eggers-Pierola, Susan Holloway & Xiaoyan Liang — 1996
This article focuses on the considerably lower proportion of Latino parents who select a formal preschool or child-care center for their three to five-year-old youngsters. The authors empirically focus on the influence of ethnicity, maternal education, family structure, and preliteracy practices on parents' propensity to select preschools and center-based programs.

by Sharon Kagan — 1995
In this chapter I will examine recent data to chronicle why changes in the social, demographic, and research context of the nation have made preschool education an imperative despite its political illusiveness. I will suggest that until specific tensions are addressed, significant advances in early care and education are likely to remain remote from reality. I will close by making recommendations for normalizing early childhood services, with the knowledge that only in making such services available for all children will the real needs of the nation's poorest children be met.

by Lilian Katz — 1991
The aim of this chapter is to discuss the main issues that have to be addressed in determining the appropriateness of pedagogical practices; and to suggest some principles applicable to the processes involved.

by Bettye Caldwell — 1991
That development is continuous, albeit marked by apparent spurts and plateaus, is a truism. The education which should parallel and help to shape that development is, on the other hand, characterized by sharp discontinuities. Moving from one branch to another-e.g., elementary school to secondary school-is more than simply climbing up one rung on the educational ladder. It involves a move into a new culture, a new ecology with a different set of procedures and requirements. Adaptation to the new setting requires more than merely learning where the lockers are and how to use them.

by Douglas Powell — 1991
This chapter reviews major practices within these two paradigms of parent involvement: program efforts to support parents' child-rearing roles, and strategies for facilitating program responsiveness and resourcefulness through parent involvement. It concludes with an identification of critical challenges for the 1990s in view of the lessons learned from existing and previous practices.

by Bernard Spodek — 1991
In this chapter, I discuss the nature of professionalism and how it applies to early childhood practitioners, gatekeeping related to early childhood professionalism, the elements necessary for the preparation of early childhood professionals, and some of the dilemmas facing the field as it strives toward higher levels of professionalism.

by Ellen Galinsky — 1991
Within the past decade, business leaders have become new and on occasion powerful players among those concerned with early childhood care and education. This chapter will trace the development of this movement, describe the types of companies most likely to be involved, explore the impact of business involvement, evaluate incentives for continued collaborations, and posit the difficult issues that await resolution in the coming decade.

by Edward Zigler — 1991
Research and evaluation have become much more sophisticated and are better able to assess a program's multiple effects on multiple human systems. Theorists and researchers alike have realized how seriously their work and words are taken and are learning how to communicate with the media and to deliver their interpretations responsibly. They have also developed a more productive relationship with policymakers, as both science and policy have increasingly come to depend on one another. The evolution of the field of early childhood intervention illustrates the interconnection between theory, research, and policy and the problems that occur when any one of these elements is out of step with the others.

by Gwen Morgan — 1991
In this chapter I describe the contexts for child day care standards and give basic information about types of standards, focusing primarily on day care centers.

by W. Grubb — 1991
The "crisis" that many perceive in early childhood programs is first and last an issue of funding, and hopeful talk about "the decade of the young child" should not obscure how limited the gains in public funding have been. I conclude the chapter by suggesting a new justification for public funding—similar to the justifications for Social Security—that might help solidify support for young children.

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Resources
  • The National Association for the Education of Young Children
    NAEYC is the nation's largest organization of early childhood professionals and others dedicated to improving the quality of early childhood education programs for children birth through age eight.
  • The Influence of Anxiety
  • Educational Psychology Review
    The Educational Psychology Review publishes integrative, state-of-the-art review papers on the application of psychology to education.
  • Young Children
    The National Association for the Education of Young Children publishes this refereed journal which keeps members abreast of the latest developments in early childhood education with its readable yet scholarly approach to research and theory and its emphasis on expert classroom practice.
  • International Journal of Early Years Education
    International Journal of Early Years Education is a forum for researchers and practitioners to debate the theories, research, policy and practice which sustain effective early years education world-wide.
  • Journal of Early Intervention
    The Journal of Early Intervention is an official publication of the International Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC).
  • Developmental Science
    Developmental Science is a top quality journal presenting theory and up-to-the -minute research on scientific developmental psychology. The journal acts as a forum for discussing important developmental science issues from leading thinkers in the field. Developmental Science publishes new scientific findings and in depth empirical studies. It covers aspects of developmental psychology including cognitive and social development and biological, computational and comparative perspectives.
  • Pastoral Care in Education
    This innovative journal is directed at teachers and researchers everywhere who are concerned with the personal/social development, education and care of all pupils across the curriculum.
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