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Evidence-Based Practices and Programs for Early Childhood Care and Education
Edited by:
- Christina J. Groark - University of Pittsburgh School of Medicine, USA
- Kelly E. Mehaffie - University of Pittsburgh, Office of Child Development
- Robert B. McCall - University of Pittsburgh, Office of Child Development
- Mark T. Greenberg - Pennsylvania State University, USA
Other Titles in:
Administration & Leadership
Administration & Leadership
July 2006 | 216 pages | Corwin
"This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers."
-Charles Bruner, Director, Child and Family Policy Center
"Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book."
-Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO
Your research-based reference for developing quality early educational experiences!
School and district administrators, as well as policymakers, are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8.
Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn't, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include:
-Charles Bruner, Director, Child and Family Policy Center
"Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book."
-Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO
Your research-based reference for developing quality early educational experiences!
School and district administrators, as well as policymakers, are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8.
Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn't, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include:
- Definition and assessment of readiness of children and schools
- Early intervention for children in poverty, English language learners, and students with special needs
- Publicly funded, home-based, school-age, and out-of-schooltime programs
- The future of personnel preparation and professional development
The result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.
Acknowledgments
About the Editors
About the Contributors
Introduction
Part I. Evidence-Based Practices
Kelly E. Mehaffie and Jeffery Fraser
1. School Readiness: Definitions, Best Practices, Assessments, and Cost
Louise Kaczmarek and Christina J. Groark
2. Early Intervention Practices for Children With and At Risk for Delays
Kelly E. Mehaffie and Mary Wolfson
3. Best Practices for Transitions Into Kindergarten
Part II. Evidence-Based Programs
Wendy M. Barnard
4. Publicly Funded Programs and Their Benefits for Children
Wendy M. Barnard and Christina J. Groark
5. Demonstration Programs and Successful Outcomes
Richard Fiene and Martha Woodward Isler
6. Home-Based and Family Child Care: Characteristics and Quality Issues
Suh-Ruu Ou and Arthur J. Reynolds
7. School-Age Services: Programs That Extend the Benefits of Early Care and Education Services
Anne E. Farber
8. Out-of-School-Time Programs That Promote Academic and Behavioral Achievement for Children Ages 6 to 8
Part III. The Future of the Field
Gwen Morgan and Jeffery Fraser
9. Professional Development and Higher Education Systems to Develop Qualified Early Childhood Educators
Index
"Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention--and read this book."
The Early Childhood Center at Gregory Hill, Westminster, CO
"This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policy makers."
Child and Family Policy Center, Des Moines, IA
"For practitioners, advocates, parents, and concerned citizens, this is an informative, useful examination of what research tells about the long-range effects of various programs for young children. The bibliographies are extensive, the format is accessible, and the conclusions clear and convincing."
"A contribution to an important dialogue on how we can better fulfill the promise of high-quality early childhood care and education for all children."
American Psychological Association
"Packed with research-based program findings and practical recommendations, this book furnishes a wealth of information for both the field practitioner and the program researcher. The book would be ideal for a book study. Early education teachers, child care directors, and Head Start personnel would all benefit from discussing the relevant topics."
Southern Early Childhood Association
Good additional material for my course
ISHSHJ, Nova Southeastern University
June 3, 2013