ABCs of early mathematics experiences
Hansen, Laurie E., 2005
Teaching Children Mathematics, 12(4), 208-212
A discussion of how concepts in mathematics can be introduced through life experiences in preschool classrooms and at home, such as in activities involving nature, money, playing, bathing, and cooking
Academic achievement programs and youth development: A synthesis
Redd, Zakia, 2002
Washington, DC: Child Trends.
A study evaluating the impact of after-school, community-based academic oriented youth programs as it relates to improving child development and educational outcomes
Advancing child abuse and neglect protective factors: The role of the early care and education infrastructure
Center for the Study of Social Policy (Washington, D.C.),
Washington, DC: Center for the Study of Social Policy.
A discussion of the use of the Strengthening Families approach to prevent child abuse and neglect through the promotion of protective factors in the delivery of early childhood education and care services
Afterschool advantage: Powerful new learning opportunities
Peterson, Terry, 2007
Moorestown, NJ: Foundations, Inc.
A book that argues for the evolution and expansion of after school programs to include more engaging and supportive content for children's learning and development
Afterschool Alliance backgrounder: Formal evaluations of afterschool programs
Afterschool Alliance, 2003
Washington, DC: Afterschool Alliance.
A summary of data and findings from evaluations of after school programs in several states, including California, Illinois, Massachusetts, New York, Ohio, Pennsylvania, Texas, and Washington
After-school care for children: A resilience-based approach
Nash, James K., 1998
Families in Society, 79(4), 370-383
An analysis of the afterschool experiences of children and adolescents, using a risk and resilience framework.
The After-School Corporation fifth-year report
The After-School Corporation, 2003
New York: The After-School Corporation.
A report on the After-School Corporation (TASC)'s after school program after its fifth year; the report includes a description of the program, the program evaluation, the program's funding, and a list of schools that host TASC-funded after school programs
Afterschool must no longer be an afterthought
Lauer, Rhonda H., 2007
In Afterschool advantage: Powerful new learning opportunities (pp. 62-66). Moorestown, NJ: Foundations, Inc.
A conclusion to a book that argues for the evolution and expansion of after school programs to include more engaging and supportive content for children's learning and development
After-school programs in cities across the United States
United States Conference of Mayors, 2003
A brief account of the results from a survey of after school programs in 94 US cities, highlighting information such as program sites, funding sources, hours of operation, activities, staffing, and number of children served
After-school programs: An update of the need, the benefits, and public opinion
The After-School Corporation, 2002
New York: The After-School Corporation.
An examination of the need for, benefits of and public opinions about after school programs, including a presentation of findings from research reports on related education, social work, criminal justice, and public opinion issues
All children ready for school: The case for early care and education
Gruendel, Janice M., 2003
New Haven: Connecticut Voices for Children.
A study assessing the potential need for non-parental child care and early education of children under age five in Connecticut
All children thriving: Pre-Birth Through Age Three initiative
W. K. Kellogg Foundation,
Battle Creek, MI: W.K. Kellogg Foundation.
A discussion of the implementation of the Pre-Birth Through Age Three (PB3) Initiative to improve childrenís outcomes in rural counties in Michigan, Minnesota, and Ohio
America's after-school choice: The prime time for juvenile crime or youth enrichment and achievement
Newman, Sanford, 2000
Washington, DC: Fight Crime: Invest in Kids. (No longer accessible as of September 14, 2012)
An overview of After School programs in the United States outlining the need for programs, current state of programs and calls for further research, presented by Fight Crime, an advocacy organization
An analysis of the effectiveness of early intervention programs for high-risk children
Bryant, Donna M., 1987
In M.J. Guralnick & F.C. Bennett (Eds.), Effectiveness of early intervention for at-risk and handicapped children (pp. 33-78). New York: Academic Press
A review of seventeen studies on the impact of early educational intervention on intellectual development in children from socioeconomically disadvantaged families
Another step back?: Assessing readiness in Head Start
Raver, C. Cybele, 2004
YC: Young Children, 59(1), 58-63
A critique of the impact of current assessment and accountability measures on Head Start students
Arizona early childhood education standards
Arizona. Division of Adult and Family Literacy Education, 2003
Phoenix: Arizona Division of Adult and Family Literacy Education.
An overview of a proposed standardized curriculum of instruction for use in early childhood educational settings in Arizona
Assessing and creating effective preschool literacy classroom environments
Reutzel, D. Ray, 2010
In Promoting early reading: Research, resources, and best practices (pp. 175-198). New York: The Guilford Press
A discussion of approaches both to develop and to assess early literacy preschool classroom environments and advice to ensure that the physical surroundings exert a positive influence on literacy learning
Background literature review pertaining to the Early Head Start study
Raikes, Helen, February, 2013
Monographs of the Society for Research in Child Development, 78(1), 1-19
An overview of the Early Head Start program model and of the relationship of early childhood program participation to children's school readiness outcomes
Balanced and diversified funding: A formula for long-term sustainability for after school programs
Fletcher, Andria J., 2001
Sacramento, CA: Foundation Consortium.
A study on the availability, funding and benefits of after school programs in low income communities in California
Beginning reading: A balanced approach to teaching literacy during the first three years of school
Center, Yola, 2005
A research-based guide to teaching reading in the first three years of school
The benefits of early intervention
Fish, Ellen, 2003
Journal of the Home Economics Institute of Australia, 10(3), 31-34
An outline of the effectiveness of Head Start, the Elmira Program, and the Perry Preschool project, and an exploration of their implications for early intervention programs in Australia
Beyond listening: Children's perspectives on early childhood services
Clark, Alison, 2005
Bristol, United Kingdom: Policy Press
A description of the complex nature of a responsive pedagogy of listening to young children
Beyond looking backward: Child care and the hypothetical extraction method
Pratt, James Edward, 2004
Paper presented at the Mid-western Regional Science Association, Madison WI
Eight case studies examining the linkages from staff development, to teacher use of instructional strategies, to the performance of K-3 students in early literacy skills of phonemic awareness, phonics, vocabulary, fluency, and comprehension
The birth of Head Start: Preschool education policies in the Kennedy and Johnson administrations
Vinovskis, Maris A., 2005
Chicago: University of Chicago Press
An analysis of the politics of poverty and early childhood education, from the development of Head Start in the Kennedy administration, through its development in Johnsonís War on Poverty, to its movement into the Department of Health, Education, and Welfare during the Nixon years, based on documents from the federal government, private foundations, researchers, the media, and oral history interviews
Birth to three matters: Supporting the framework of effective practice
Abbott, Lesley, November 2005
Maidenhead, United Kingdom: Open University Press
An overview of the Birth to Three Matters framework for Sure Start, part of the Governmentís strategy to increase childcare provision and is intended to support practitioners concerned with the care and education of babies and young children from birth to three