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Action research to address the transition from kindergarten to primary school: Children's authentic learning, construction play, and pretend play
Lee, Scott, Spring 2012
Early Childhood Research & Practice, 14(1)

An identification of transition issues of concern to both parents and their children who were transitioning from kindergarten to first grade, based on data from 10 parents and their 5 children in a suburban kindergarten in Singapore who had graduated, an action research project on the development of a learning experience to prepare children to purchase food at the primary school cafeteria where they were transitioning to, and an account of an action plan to implement the project that included a field trip to the primary school where they purchased food in the cafeteria, based on data from 14 5- to 6-year-old children and their 11 parents

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Assessing the quality of early years learning environments
Walsh, Glenda, 2005
Early Childhood Research & Practice, 7(1)

A study on the design and validation of instruments used to measure aspects of high quality in early child learning environments in Northern Irish primary schools and Danish kindergartens

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Assessment for preschool science learning and learning environments
Brenneman, Kimberly, Spring 2011
Early Childhood Research & Practice, 13(1)

An overview of tools for the assessment of science learning in preschools that includes performance-based assessments, direct assessments, and the assessment of science skills and dispositions toward science, preschool classroom quality assessments in relationship to science learning, and the evaluation of preschool curriculum for science content

Other


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Babies on campus: Service to infants and families among competing priorities in university child care programs
McMullen, Mary Benson, Fall 2012
Early Childhood Research & Practice, 14(2),

University early childhood programs attempt to balance a traditional tri-part mission: service to children and families; professional development of caregivers/teachers, clinicians, and researchers; and research on child development, learning, and/or education. Increasingly, infants receive care and education on university campuses, yet little is known about serving this population effectively within large institutions. Three infant programs at major research universities were chosen for this descriptive/comparative analysis of campus programs that have prioritized mission values differently. An adaptation of Bronfenbrenner's Bioecological Systems Theory was used to frame this qualitative study. Analysis uncovered three areas of distinction that provide a means to describe differences and similarities among these programs: (1) who holds the power in influencing the mission values and priorities, (2) the implementation of sensitively responsive care with infants, and (3) family-centered practices. (author abstract)

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Building equitable staff-parent communication in early childhood settings: An Australian case study
Hughes, Patrick, 2001
Early Childhood Research & Practice, 3(2)

An exploration of strategies for creating staff-parent relationships that involve parents more in the early education and care of children, based on information from interviews and surveys of 15 child care workers from 3 centers in Victoria, Australia

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Child care in the American South: Poverty, costs, and quality
Collins, Vikki K., Spring 2012
Early Childhood Research & Practice, 14(1)

A study of the relationship between the use of Quality Rating and Improvement Systems (QRIS) in southern states and family poverty, child care costs, and a variety of related socioeconomic variables, based on data from the National Association of Child Care Resource and Referral Agencies (NACCRRA) and the United States Bureau of Labor Statistics in 2010, for 14 southern states

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Child developmental perspectives in engineering education
Evangelou, Demetra, Fall 2010
Early Childhood Research & Practice, 12(2)

A discussion of the nature of early engineering curricula and principles involved to sufficiently integrate them into early years education, with recommendations for implementation

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Coaching as part of a pilot Quality Rating Scale initiative: Challenges to-and supports for- the change-making process
Ackerman, Debra J., Fall 2008
Early Childhood Research & Practice, 10(2)

A study of the coaching process used to assist home- and center-based child care centers in the implementation of quality improvement plans and a Quality Rating Scale (QRS) in a large Midwestern city, based on a survey of 17 coaches’ descriptions of their work with the most challenging clients

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College students' beliefs about preschooler's literacy development: Results from a national study of Jumpstart
Adler, Martha A., Fall 2007
Early Childhood Research & Practice, 9(2)

An exploration of changes in college students' beliefs about preschool literacy development after their involvement in a yearlong intensive program on the topic, from survey data of 941 participants in a large-scale national service Jumpstart program and 24 public university student participants in a smaller local Jumpstart program

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Comment on Marcon (ECRP, Vol. 4, No. 1, Spring 2002): ''Moving up the grades: Relationship between preschool model and later school success
Lonigan, Christopher J., 2003
Early Childhood Research & Practice, 5(1)

An article commenting on the analyses and interpretations of a study that suggested an academically oriented preschool model had negative effects in later school years

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A comparison of the national preschool curricula in Norway and Sweden
Alvestad, Marit, 1999
Early Childhood Research & Practice, 1(2)

A comparison of approaches to early childhood education and children’s development, based on an examination of the national curricula in Norway and Sweden

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Computer use in preschools: Directors' reports of the state of the practice
Lynch, Sharon A., 2004
Early Childhood Research & Practice, 6(2)

A study of the use of computers in licensed child care facilities in Texas

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Conceptualizing the professional role in early childhood centers: Emerging profiles in four European countries
Oberhuemer, Pamela, 2000
Early Childhood Research & Practice, 2(2)

An examination of how European Union countries through the framing mechanisms of training and provision conceptualize the role of early childhood professionals drawing on data from a recent cross-national study of Germany, Denmark, Sweden, and England/United Kingdom

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Constructing and resisting the development of a school readiness survey: The power of participatory research
Giovacco-Johnson, Tricia, Spring 2011
Early Childhood Research & Practice, 13(1)

Two studies in Wyoming, the first an account of teacher input for the development of the Instructional Foundations for Kindergarten (IFK) school readiness assessment tool, based on data from focus group and individual interviews with 11 preschool and 13 kindergarten teachers and a second study of teacher's reactions to their administration of the IFK in terms of ease of administration, inclusiveness of items, and relevance of items to children's success, based on focus group interviews with 5 preschool and 5 kindergarten teachers

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The continuity framework: A tool for building home, school, and community partnerships
Brown, Elizabeth Glyn, 2002
Early Childhood Research & Practice, 4(2)

A presentation of training materials developed to aid in the establishment of viable community partnerships and assist them in the planning and monitoring of services for children

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Creating the conditions for success with early learning standards: Results from a national study of state-level standards for children's learning prior to kindergarten
Scott-Little, Catherine, 2003
Early Childhood Research & Practice, 5(2)

A description of the content and development of state early learning standards

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Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States
Saluja, Gitanjali, 2002
Early Childhood Research & Practice, 4(1)

A study of the demographic characteristics of early childhood education teachers and the structural elements of child care in the United States

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Development of a comprehensive community assessment of school readiness
Murphey, David A., 2002
Early Childhood Research & Practice, 4(2)

A journal article on the development and implementation of a Vermont statewide assessment of children's readiness for kindergarten and schools' readiness for kindergartners and their families

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Discriminant validity of a community-level measure of children's readiness for school
Murphey, David A., 2003
Early Childhood Research & Practice, 5(2)

A study assessing the school readiness of 3,370 kindergarten-age students in relation to group care experience, identified learning-related disabilities, and a community-level measure of poverty in Vermont

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Does early childhood intervention affect the social and emotional development of participants?
Niles, Michael D., Spring 2006
Early Childhood Research & Practice, 8(1)

An examination of the impact of a preschool intervention on young children's social and emotional development using data from the Chicago Longitudinal Study and an investigation into the endurance of the effects of program participation

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Early care and education leadership and management roles: Beyond homes and centers
Whitebook, Marcy, Spring 2012
Early Childhood Research & Practice, 14(1)

A survey of the demographic characteristics, job functions, and professional development needs of a sample of child care coordinators as well as staff of both local First 5 Commissions and resource and referral agencies, based on an online survey of 1,091 child care infrastructure workers in California

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Early childhood education as risky business: Going beyond what's ''safe'' to discovering what's possible
New, Rebecca S., 2005
Early Childhood Research & Practice, 7(2)

A study of the effectiveness of risk-rich curricula involving mutual exploration of topics unfamiliar to both teachers and students

Other


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Early childhood faculty and the language of research: Evidence for improvement: A response to Hyson et al.
Espinosa, Linda M., Spring 2009
Early Childhood Research & Practice, 11(1)

A response to a study of faculty and administrator perceptions of quality improvement efforts in early childhood teacher preparation programs, with a focus on the results related to faculty knowledge of theories and research methods as well as patterns in program climate and support

Other


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An early childhood program matrix: Pulling the pieces together for Illinois
Beneke, Sallee, Spring 2009
Early Childhood Research & Practice, 11(1)

A presentation of a matrix is to assist policy makers, early care and education professionals, and consumers to better understand the requirements and practices of 9 publicly funded programs in Illinois that provide services to young children and families that includes a description of program design and logistics, local community involvement with services, requirements for collaboration, personnel requirements, elements of quality assurance, and a description of processes to monitor outcomes and/or services

Reports & Papers


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Early learning standards: Results from a national survey to document trends in state-level policies and practices
Scott-Little, Catherine, Spring 2007
Early Childhood Research & Practice, 9(1)

An exploration of the development and implementation of early learning guidelines, outlining the expectations for what preschool children should know and be able to do prior to entering kindergarten, based on data from a national survey

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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