Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 709 results
New Rebecca S., 2016
I borrow from the tradition of landscape painting to illustrate alternative perspectives on the unfulfilled rhetoric of ECE in American society. The representational genre of figurative landscapes depicts both people and context in relationships,…
Hinitz Blythe Simone Farb, Liebovich Betty, Anderson Charlotte Jean, 2016
Early childhood teacher education (ECTE) in the United States (U.S.) is first a story of people and later of philosophies, theories, organizations, and institutions. We will examine the history of U.S. ECTE in preparing professionals for…
Barnett W. Steven, Riley-Ayers Shannon, 2016
This chapter examines several sectors of the early childhood care and education workforce (private childcare, Head Start, and public education) and the overlap that can occur across programs. Focus is on educational preparation, training,…
Winton Pamela J., Snyder Patricia A., Goffin Stacie G., 2016
We begin the chapter by offering a unifying definition for PD from the National Professional Development Center on Inclusion (NPDCI, 2008). We then describe essential features of PD (the who, what, and how) that must be considered and integrated in…
Hyson Marilou, Mitchell Marica Cox, 2016
Following this introduction, we will describe key features of the current map of higher education program accreditation and individual licensure, presenting some history and current descriptive data while noting gaps in the available data. Next, we…
Recchia Susan L., 2016
This chapter begins with a brief synthesis of what we know from interdisciplinary research about the unique characteristics of infants as learners and a review of the most agreed-upon essential components of high-quality infant care and education.…
Fromberg Doris P., 2016
The Knowledge Base of Early Childhood Teacher Education (ECTE) in relation to Early Childhood Education (ECE) is value-laden within any particular socio-cultural, economic, historical, and political context. The editorial perspective of this paper…
Powell Douglas R., Schmitt Sara A., 2016
A growing corpus of empirical and theoretical literature offers useful points of departure for the preparation of teachers on approaches to working with families of young children. In this chapter, we summarize key information on the contributions…
Cho Eun Kyeong, 2016
This chapter reviews different pathways (i.e., Child Development Associate [CDA], two- and four-year programs, and alternative routes) to EC teacher preparation in the U.S. The description starts with entry-level (quick) points of access along the…
Garavuso Vicki, 2016
This chapter will offer examples of university early childhood teacher education programs that are actively contending with traditionally structured programmatic obstacles, are employing narrative pedagogies, which encourage students to consider…
Ryan Sharon, Gibson Megan, 2016
The purpose of this chapter is to examine the research base on preservice early childhood teacher education to ask what is known about particular programs and pedagogies, and the relations between program components and preservice teacher learning…
La Paro Karen M., 2016
This chapter provides an overview of field based experiences, the theory and historical perspectives related to teacher preparation, and current research focused on field experiences for preservice teachers. The chapter concludes with challenges, as…
Rous Beth, Mawdsley Helena P., 2016
Given the historically disparate array of programs for young children, it is not surprising a lack of coordination (e.g., Wischnowski, Fowler, & McCollum, 2000; Rous, Hemmeter, & Schuster, 1999; Rosenkoetter, Hains, & Fowler, 1994) and…
Couse Leslie J., 2016
This chapter seeks to bridge the divide by examining teacher preparation holistically, looking at both early childhood education and early childhood special education to understand teacher preparation for young children with diverse abilities and…
Souto-Manning Mariana, Cheruvu Ranita, 2016
Given the fact that children of color, children from low- or no-income families, and children who are linguistically "minoritized" (McCarty, 2004) continue to face inequitable and unjust early educational and care experiences, it is imperative that…