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Early Childhood Education


Articles
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.

by Sharon Kagan — 1991
In this chapter I suggest that American early childhood education (like education in general) is at the brink of a major shift in how it conceptualizes and defines its mission. Linking care and education, such redefinition affords promising options and opportunities. Following an analysis that delineates this change, I offer a new definition of excellence in early care and education and suggest strategies for achieving it.

by Grace Hechinger & Fred Hechinger — 1990
Reports on a study of the way children are provided for in Scandinavia and explores those aspects of the child-care system which are potentially adaptable to American needs.

by Leslie Williams & Frances Rust — 1989
An introduction to this special issue of the Teachers College Record that represents some of the most recent thinking on the conceptual and practical growth within the field of early childhood education and child care.

by Bettye Caldwell — 1989
Child care and early childhood education should be fully integrated. The roots and consequences of the current separation are examined. A description is provided of the Kramer Project, a day care school. Obstacles to fully integrated day care and educational services are discussed.

by Rene Magid — 1989
After tracing the changing forms of work, family life, and child care in America, this article explores the benefits to family, home life, work place, parents, children, and child care workers afforded by a variety of current employer practices in child care services and support.

by Guy Haskins & Samuel Alessi, Jr. — 1989
Buffalo's Early Childhood Centers, which grew out of court-ordered desegregation plans, are described and evaluated in this article in terms of student achievement, parental involvement, and racial balancing.

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Resources
  • Maximizing Learning in Early Childhood Multiage Classrooms: Child, Teacher, and Parent Perceptions
    The multiage classroom is not a new concept. In fact, the concept of multiage grouping dates back to the one-room schoolhouse of the 19th century. Most educators believe that multiage grouping allows them to develop a more developmentally appropriate program. It is considered as a “natural community of learners”.
  • Early Years: An International Journal of Research and Development
    Early Years: An International Journal of Research and Development, aims to broaden the international debate about the best provision for young children by representing a wide range of perspectives from different countries, different disciplines and different research methodologies.
  • Reading Rockets
    Reading Rockets is a national multimedia project that looks at how young kids learn to read, why so many struggle, and how caring adults can help them.
  • Eager to Learn: Educating Our Preschoolers
    What will it take to provide better early education and care for our children between the ages of two and five?
  • Educational Psychology in Practice
    The defining feature of Educational Psychology in Practice is that it aims to publish refereed articles representing theory, research and practice which is of relevance to practising educational psychologists in the UK and beyond.
  • The Frank Porter Graham Child Development Center
    The Frank Porter Graham Child Development Center is one of the nation's oldest multidisciplinary centers for the study of young children and their families. Research and education activities focus on child development and health, especially factors that may put children at risk for developmental problems.
  • A Comparison of the National Preschool Curricula in Norway and Sweden
    A comparison of national preschool plans for children ages 1 to 5 in terms of their evolution, purpose, and content
  • Contemporary Issues in Early Childhood
    Contemporary Issues in Early Childhood is a new online, fully-refereed, free-access, international research journal.
  • The Society for Research in Child Development
    The purposes of the Society are to promote multidisciplinary research in the field of human development and to foster the exchange of information among scientists.
  • The Role of Religious Beliefs in Early Childhood Education: Christian and Buddhist Preschools in Japan
    The views of teachers and directors in four Christian preschools and four Buddhist preschools are examined in this qualitative study of early childhood education in Japan.
  • Child Development
    Since its inception in 1930, Child Development has been devoted to original contributions on topics in child development from the fetal period through adolescence. It is a vital source of information not only for researchers and theoreticians, but for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers in the field.
  • Society for Research in Child Development
    SRCD is a multidisciplinary, not-for-profit, professional association with an international membership of approximately 5,000 researchers, practitioners, and human development professionals
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