Browse the Collection
|
|
Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Other [remove]; New in last 30 days [remove]; Full Text:yes [remove];
18 results found.|
Select Citation
|
Result | Resource Type |
|
|
|
|
Connecticut early care & education progress report, 2012 An overview of early care and education in Connecticut, including public spending on early care and education, children served by child care subsidies and other publicly-funded programs, the quality of care in publicly-funded settings, and the school readiness and elementary school outcomes of children from low income areas |
Other
|
|
|
|
|
Books, bytes and brains: The implications of new knowledge for children's early literacy learning The early years of childhood are critical for the successful development of adult literacy, whatever that literacy might look or feel like in the oncoming digital age. Two questions that become important are what sort of literacy (or literacies) will children need in the future to navigate new information pathways, and how can we use recent advances in neuroscience to help us understand optional pathways for developing the fundamentally social skills of literacy. This paper reviews recent research from the two traditionally separate areas of contemporary literacies and infant brain development to re-examine the underpinnings of literacy learning in the early years. (author abstract) |
Other
|
|
|
|
|
Dual language learners: Research informing policy An overview of research on dual language learner children, and a discussion of its implications for early care and education policies to support their development |
Other
|
|
|
|
|
Family child care providers and training An examination of child care licensing provisions in 23 states related to training requirements for family child care providers in the areas of early childhood education or child development |
Other
|
|
|
|
|
After school program quality standards: A review of standards developed by cities and states from across the nation A comparison of the content of quality standards for after school programs in Baltimore, Maryland; California; Washington, District of Columbia; Florida; Georgia; Maryland; Michigan; Missouri; Nashville, Tennessee; New York; and North Carolina |
Other
|
|
|
|
|
Research methods to assess dietary intake and program participation in child day care: Application to the Child and Adult Care Food Program: Workshop summary A summary of a workshop to examine methodological considerations for the design of a nationally representative study of children's diet, nutrition, and participation in child care programs |
Other
|
|
|
|
|
Mathematics in early childhood education: Revolution or evolution? A summary of the history of debate, since 1960, over the appropriateness of formal mathematical curriculum use in the early years, and a discussion of the possibility of future reform in the area of early educator teacher training in the instruction of mathematics |
Other
|
|
|
|
|
Vicissitudes of children's mathematical knowledge: Implications of developmental research for early childhood mathematics education A discussion of select research on the limitations and growth of children's mathematical comprehension capabilities throughout the early years |
Other
|
|
|
|
|
Environmental exposures in the context of child care A discussion of recent research on the presence of potentially harmful chemicals in child care settings, the role of staff education in the improvement of indoor child care environments, and the regulation of chemical use in child care settings |
Other
|
|
|
|
|
The early childhood mathematics education revolution Research Findings: We are in the midst of a revolution. Prior to the onset of the 21st century, mathematics education in the United States was deemphasized (Geary, 1996), and mathematics as an instructional subject has traditionally been considered above the preschool and kindergarten levels. However, the old regime--the knowledge and philosophies that governed mathematics and early childhood education theory in the last century--has been overthrown. Today, developmental psychologists have begun to map out the specific pathways of mathematical knowledge development from birth to age 8. We now know that prior to elementary school, young children engage in surprisingly complex intuitive mathematical thinking in the areas of number, geometry, measurement, algebraic thinking, and data analysis (for reviews, see T. C. Cross, T. A. Woods, & H. Schweingruber, 2009; J. Sarama & D. H. Clements, 2009). With increased recognition of the importance of early mathematics for later academic success, early childhood mathematics education is now a national priority. Practice or Policy: This article discusses the history, research, and political impetus for the shift in paradigm; the current status of the early childhood mathematics education movement; and the implications for young children and teachers in the United States. (author abstract) |
Other
|
|
|
|
|
Early childhood mathematics education: The critical issue is change A commentary on changes in the demand for different types of early mathematics education placed upon providers of early education |
Other
|
|
|
|
|
Case studies: Appendix II to the final report of the study Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion An examination of early childhood education and care policy developments in England from 1997 through 2010, and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Other
|
|
|
|
|
Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies A synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Other
|
|
|
|
|
Report to the legislature: Recommendations of the Washington Kindergarten Inventory of Developing Skills (WaKIDS) workgroup A discussion of issues related to the implementation of a statewide kindergarten readiness assessment in Washington |
Other
|
|
|
|
|
More great childcare: Raising quality and giving parents more choice A presentation and discussion of policy proposals in England to improve the availability of high-quality child care |
Other
|
|
|
|
|
Report to the Vermont Legislature: One time report: Publicly funded prekindergarten education: In accordance with H. 534 Act 62. Sec.10 (2007) An overview of public prekindergarten in Vermont, including participation levels, partnerships and collaborations, expenditures, and enrollment caps |
Other
|
|
|
|
|
Supporting optimal child development through Early Head Start and Head Start programs: Reflections on secondary data analyses of FACES and EHSREP We are delighted to reflect on the 10 papers highlighted in this important special issue of Early Childhood Research Quarterly devoted to recent secondary data analyses of the FACES and EHSREP datasets. First, we provide some background on Head Start research and give an overview of the large-scale Head Start and Early Head Start datasets that are available for researchers to analyze. Then, we comment on the papers in this special issue from a methodological and statistical standpoint. Finally, we reflect on themes that stood out across the various papers. Throughout, we make recommendations for future large-scale data collection efforts and future research on Head Start and Early Head Start programs. (author abstract) |
Other
|
|
|
|
|
Research on early childhood teacher education: Evidence from three domains and recommendations for moving forward It is essential that a solid research base be established to provide a foundation that will enable the field of early childhood teacher education to examine whether, for whom, and in what ways teacher education matters. The purpose of this article is to review several important domains in early childhood teacher education to illustrate the characteristics, key features, and significant gaps in current research, and to identify the kinds of research that are most needed to enhance the impact of early childhood teacher education. We conclude by identifying five crosscutting research priorities and describing what is needed to create a supportive environment that produces--and implements--early childhood teacher education research. (author abstract) |
Other
|
|
Select Citation
|
