Categories

Category: early childhood

  • pdf

    Learning how much quality is necessary to get to good results in children

    1/9/10 - National Center for Research on Early Childhood Education,

    "How good does an early childhood program have to be in order to achieve school readiness outcomes for children? This is known as the “threshold question,” and policy makers and others have wanted an answer to this question since the onset of public investments in early care and education (ECE) programs. With expansion of Head Start and pre-kindergarten programs for three- and four-year-old children, this question is getting even more attention."

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    Miles to go Mississippi

    1/2/10 - Southern Education Foundation,

    "Mississippi is the only Southern state that has no statesupported pre-kindergarten (Pre-K) program. This brief reviews how Mississippi is falling behind other states in the Deep South in early childhood education; why Mississippi needs a Pre-K program now; options for how the state can finance such a program; and current opportunities (even in economic hard times) for Mississippi to begin to build on existing assets to establish a Pre-K program for the benefit of all Mississippians in the...

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    Promoting Children’s School Readiness: Rethinking the Levers for Change

    1/30/10 - National Center for Research on Early Childhood Education,

    "Growing public investments in ECE, especially prekindergarten (pre-k), make understanding of how different research findings fit together increasingly important. This NCRECE In Focus offers teachers and administrators direction in this regard by looking at how two prominent “puzzle pieces” fit together."

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    Quality Indicators of Inclusive Early Childhood Programs/Practices

    1/28/11 - Cate, D., Diefendorf, M., McCullough, K., Peters, M. L., & Whaley, K.

    Overall quality measures of inclusion based on an average rating of a program, classroom or setting may not reflect the actual inclusion experience or appropriateness for individual children. Multiple measures, along with individually relevant information and periodic review, may be the best way of determining the quality of inclusion experiences and opportunities for individual children. Consideration of the actual inclusion experience of individual children, their families and peers, and...

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    Standards for Preschool Children's Learning and Development: Who has standards, how were they developed, and how are they used?

    1/19/09 - Catherine Scott-Little, Sharon Lynn Kagan, Victoria Stebbins Frelow

    "This study was prompted by the absence of a national report or comprehensive source of data delineating how individual states are responding to the need for early learning standards. SERVE, a Regional Educational Laboratory funded by the U.S. Department of Education, Institute for Education Sciences (formerly the Office of Educational Research and Improvement), has partnered with Dr. Sharon Lynn Kagan of Teachers College, Columbia University and Yale University to conduct a national study...

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    The children born in 2001 at kindergarten entry: First findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B): First Look

    1/30/09 - Kristin Denton Flanagan, Cameron McPhee, Gail Mulligan

    "Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This...

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    Understanding the Impact of Language Differences on Classroom Behavior

    1/18/09 - R. M. Santos , M. M. Ostrosky

    This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.

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    Using Eco-Mapping as a Research Tool

    1/19/09 - National Early Child Transition Center,

    "An eco-map is a graphic representation or visualization of the family and linkages to the larger social system including informal and formal supports. It illustrates how families exist within the context of their relationships with other individuals and institutions with which the family has contact. Utilizing an ecological model, the eco-map provides a visual display of any group of interconnections and relationships, providing a graphic image of the family system within the larger social...

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    Why program quality matters for early childhood inclusion: recommendations for professional development

    1/3/09 - National Professional Development Center on Inclusion,

    Paper addresses the following: (1) recognized components of global program quality and the quality improvement movement; (2) the need for additional dimensions of program quality to define high quality inclusion, given the growing number of inclusive early childhood programs that serve young children with disabilities and their families (3) recommendations for infusing content on inclusive program quality in professional development using the <span class='abstract_italic'>who</span>, the...

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