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Current Filters: Author:Halle, Tamara [remove]; New in two years [remove]; Pub Year:2011 [remove]; Classification:Child Development & School Readiness [remove];

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			Advancing the measurement of quality for early childhood programs that support early language and literacy development Neuman, Susan B., 2011 In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 51-76). Baltimore: Paul H. Brookes A review of assessment tools for the measurement of the quality of children's language and literacy development in center-based and family child care settings	Other
			Assessing preschool dual language learners: Traveling a multiforked road Pena, Elizabeth D., March 2011 Child Development Perspectives, 5(1), 28-32 A discussion of linguistic, cultural, and contextual challenges to the accurate assessment of preschool dual language learners, the need for valid and reliable measures for both monolingual and bilingual children, and the need for norming samples representative of the diversity of the early childhood population in the United States	Other
			Measuring health-related aspects of quality in early childhood settings Hegland, Susan M., 2011 In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 135-160). Baltimore: Paul H. Brookes An overview of research on the relationship between children's health status and their development, and a proposal of indicators to measure the health-related components of early childhood education and care settings	Other
			Measuring the quality of environmental supports for young children's social and emotional competence Hyson, Marilou, 2011 In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 105-134). Baltimore: Paul H. Brookes An inventory of current measures of environmental supports for social and emotional competence (ESSEC) in child care and early education programs, and a recommendation of measurable indicators of the quality of ESSEC for children in early childhood programs	Other
			Understanding and choosing assessments and developmental screeners for young children ages 3-5: Profiles of selected measures: Final report United States. Administration for Children and Families. Office of Planning, Research and Evaluation, June, 2011 (OPRE Report No. 2011-23). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. A compendium of assessments and developmental screeners for preschool-age children, with profiles of their characteristics, reliability, and validity	Methods

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