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Peer Reviewed JournalCurrent Filters: Resource Type:Other [remove]; New in last year [remove]; Full Text:no [remove];
64 results found.|
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Access, participation, and supports: A framework for improving inclusive early education opportunities for children with disabilities A summary of research literature and information from the joint Division for Early Childhood/National Association for the Education of Young Children (DEC/NAEYC; 2009) position statement identifying specific educational practices that promote access, participation, and supports for young children with disabilities and their families |
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Background literature review pertaining to the Early Head Start study An overview of the Early Head Start program model and of the relationship of early childhood program participation to children's school readiness outcomes |
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Change or paradigm shift in the Swedish preschool? A discussion of the relationship between both social investment policy starting in the 1970s and policy work of the 2000s, and a possible paradigm shift in Swedish early care and education (ECE), with a consideration of the goals of Swedish early care and education, funding mechanisms, governance and organization, attendance patterns, and changes in ECE settings due to policy changes, illustrated with examples from two evaluation studies of center-based care settings in Sweden after the introduction of a national curriculum in 1998, and with reference to a study based on interviews with parents and center-based early care and education teachers |
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Complexities in managing the child care industry: An observation on challenges and potentials A discussion of challenges to the provision of child care that include the coexistence of public, private, and non-profit agencies in the child care industry, the operation of legal and non-legal services within the same market segment, the diversity of the work force and resulting instability, various governmental provisions such as grants and loans, and preferences of ethnic clientele, with an argument for a public-private partnership where financial and human resources are pooled together so that every family has equal access to quality child care |
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Continuing professional development in early childhood education in New Zealand A discussion of select literature, policy, and research related to continuing professional development in early childhood education in New Zealand |
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The debate over the young "disadvantaged child": Preschool intervention, developmental psychology, and compensatory education in the 1960s and early 1970s An account of preschool intervention researchers and developmental psychologists studying young poor children in the 1960s and early 1970s, their perspectives on the causes of educational and developmental problems, their recommended remedies to those problems, and the ramifications of the debate over preschool intervention for compensatory education, with a specific focus on the African American population |
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Delegated parenting: Some neuroendocrine reservations A commentary on select findings from the biosciences on the relationship between participation in non-parental care and both children's neuroendocrine responses and other child developmental outcomes |
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Delegation of childcare as a corner stone of children's interethnic relations An overview of the engagement of children with child care providers and educators of other ethnicities and/or nationalities that is informed by a select reading of historical documents and reference to a preliminary study of child care workers in Switzerland |
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Department for Education: Delivering the free entitlement to education for three- and four-year-olds: Detailed methodology A presentation of the methods used in a study of the extent to which a policy in England to provide 15 hours a week of free early education for 38 weeks a year to all 3- and 4-year-olds achieves objectives related to take-up, quality of provision, and participant educational outcomes |
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Developmental assessment of young dual language learners with a focus on kindergarten entry assessment: Implications for state policies A discussion of considerations for the selection and use of state kindergarten entry assessments with the dual language learner population |
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Dispositional development as a form of continuous professional development: Centre-based reflective practices with teachers of (very) young children A presentation of the concept of dispositional development--the process by which teachers develop professional dispositions that are intertwined with their daily practices, with two examples of the dispositional development practices the authors participated in as early childhood faculty in a university-supported partnership with a local private child care program that served children birth to school age in the Midwestern United States |
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Early childhood education and care in Europe: Re-thinking, re-searching and re-conceptualising policies and practices [Special issue] A special issue of the European Journal of Education focusing on discussions of trends in the policies, practices, and theoretical underpinnings of early education and care in Europe |
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Early education in the United States: Programs and access An overview of the types, use, quality standards, and availability of early education in the United States, as well as overviews of public subsidies and policy issues related to several major early education programs |
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Editorial [Introduction to a special issue: Early childhood education and care in Europe: Re-thinking, re-searching and re-conceptualising policies and practices] An introduction to a special issue of the European Journal of Education focusing on discussions of trends in the policies, practices, and theoretical underpinnings of early education and care in Europe |
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Enhancing teachers' intentional use of effective interactions with children: Designing and testing professional development interventions A description of the concept of intentional teaching and examples of its use in professional development programs targeting improvement in teachers' daily interactions with children |
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Enquiring teachers and democratic politics: Transformations in New Zealand's early childhood education landscape Highlights of an evaluation of Pathways to the Future: Nga Huarahi Arataki, New Zealand's 10-year strategic plan for early childhood education, that consists of a number of policy initiatives aimed at enhancing quality of service, increasing access to programs by families, and improving teacher qualifications, professional capabilities, and collaboration among teachers, based on data drawn from a longitudinal evaluation of the plan |
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Evidence-based recommendations for the development of obesity prevention programs targeted at preschool children Recommendations for researchers and policy makers to consider when developing and implementing interventions for the prevention of overweight and obesity in young 4- through 6-year-old children, derived from 2 reviews of the literature on the topic |
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Fostering mathematical thinking through playful learning An argument that a playful learning approach can lead to an optimal early learning environment that fosters mathematical thinking, and that playful learning experiences are intrinsically motivating and allow children to develop conceptual and procedural knowledge through meaningful engagement and sense-making processes, with references to both select research and early learning theory |
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Handbook of early childhood education A collection of writings on the scope of early education offerings and curricula across the United States, the role of early education in child development and in the lives of families, and supports to address the needs of educators and diverse child populations |
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The hidden history of Head Start A narrative account of the formation and development of the Head Start program from the 1960s to 2009 |
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Higher education for early childhood educators and outcomes for young children: Pathways toward greater effectiveness A discussion of key features and relative quality of higher education programs for the preparation of early childhood professionals, the role of professional standards and accreditation for the preparation of future teachers, the knowledge, beliefs, and attitudes of early childhood faculty, and of the relationship between professional preparation of both faculty and future teachers and child developmental outcomes |
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The importance of balance in early childhood programs A consideration of the importance of balancing academic and non-academic skill acquisition for children in both preschool and kindergarten |
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Improving language and literacy outcomes in child care A description of Project Great Start, a coaching model for early childhood educators' language and literacy instruction, a discussion of aspects of the model that promote teachers' implementation of best practices in early literacy, and highlights of key findings and remaining questions about the use of coaching as a professional development approach in early childhood |
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Individualizing interventions for young children with autism in preschool A description of evidence based strategies for young children with autism for application by early childhood practitioners in inclusive settings, selected from findings of the National Autism Center and the National Research Council on the education of young children with autism |
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Intellectual goals in the early years A consideration of the distinctions between academic and intellectual goals and activities during the early years, of the advantages of project work for young children in contrast to academic instruction, and both the short- and long-term consequences of early formal academic instruction for the well-being of young children |
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