Early Child Development and Care

Early Child Development and Care, 2011

This article describes formative and design experiments and how they can advance research and instructional practices in early childhood education. We argue that this relatively new approach to education research closes the gap between research and practice, and it addresses limitations that have been identified in early childhood research. We provide examples of this approach's potential benefits, trace its origins, present its defining characteristics, illustrate a representative framework for conducting a formative experiment using an example from our own work and we argue that formative and design experiments introduce useful new metaphors into early childhood research.

2008

Education Review, 2011

Handbook of Child Development and Early Education: Research to Practice fills the void for a compilation of empirically validated early learning classroom practices which take into account the individual needs of developing children. The scholarly collection is contained within 624 pages and twenty-six chapters. The chapters are grouped into six distinct but interrelated parts: (i) Development and Early Education, (ii) Brain Functioning and Learning, (iii) Social and Emotional Development, (iv) Language and Literacy, (v) Mathematics and Science and (vi) a concluding chapter. Although the chapters are interrelated, each one is self-contained with its own theoretical framework for understanding early learning and development from a socio-cognitive perspective.

… Research and Practice: …, 2003

Historically the field of early care and education has focused on one type of standardsprogram standards to define requirements for important features of the services children receive. Recently another type of standards has come to the forefront of early care and education policy and practiceearly learning standards that define expectations for children's learning and development. This article reports the results of a national study undertaken to collect data on early learning standards across the country. Using the position statement on early learning standards recently adopted by the National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education as a framework for analyzing data from the study, this article presents data on which states have early learning standards, how they were developed, and how they are being used. The article suggests that many of the "conditions for success" described in the position statement are being addressed but also outlines several recommendations for improvements in how early learning standards are developed and implemented. * Standards developed to address limited number of developmental/subject areas and standards addressing additional developmental/subject areas in process. ** Current standards under revision. *** Two sets of standards in place and/or being developed. **** Have published standards document since May 2001. Data indicated that the standards development process is a relatively new phenomenon within the field. A few pioneer states (Michigan, Texas, Vermont, and Washington) had standards covering preschool-age

2003

As long as progress is being made in any field, and new strategies, knowledge, and insights are being developed, there must always be a gap between the theoretical or knowledge base and practices. However, the gap between what is known about how best to support the growth, development, and learning of young children and the nature of actual typical practices involved in their care and education is tragically large. Noting that the major challenge to the early childhood profession is how this gap might be reduced, this paper examines briefly six major issues confronting the early childhood field. These issues are: (1) the lasting effects of early experience; (2) the critical period of neurological development; (3) regardless of children's early experience, all children come to school with lively minds, with an inborn disposition to make sense of their experiences, observations, and feelings; (4) the critical period in social development; (5) the development of communicative competence; and (6) development and cultural identity. Having distinguished between academic and intellectual goals and activities, the paper concludes by suggesting that the best way to ensure good quality educational environments in which all children can develop and learn is by focusing collective and individual teacher and teacher educator energies on the quality of day-today interactions with children so that these interactions are rich, interesting, engaging,

1996

Thirty-two programs across the country were selected to participate in the National Head Start/Public School Early Childhood Transition Project. The project's mission was to replicate the Head Start delivery model within the public school in order to facilitate a smooth transition for children and families. Project effectiveness was examined on the four dimensions of education, family involvement, social service, and wellness. Evaluation was conducted on the four levels of child, family, school, and community. Data were gathered using quantitative and qualitative methods. The Assessment Profile for Early Childhood Programs-Research Version and A Developmentally Appropriate Template (ADAPT) were used. Results suggested that: (1) target classrooms are exhibiting developmentally appropriate practices; (2) support for developmentally appropriate prac ice includes having the appropriate materials available, engaging students in a variety of tasks and projects, and eliciting children's input on the instructional cycle; (3) target classrooms had warm, purposeful learning environments; and (4) traditional rows Documenting Developmentally Appropriate Practice in Early Childhood Classrooms The Context of the Study: Under the auspices of the U. S. Department of Health and Human Services, in 1991, thirty two sites across the nation were selected to participate in the National Head Start/Public School Early Childhood Transition Demonstration Project. This project has as its mission the replication of the Head Start delivery model within the public school domain as a means of facilitating a seamless transition for children and families. The Transition Project seeks to demonstrate and evaluate the implementation of this program across four domains (education, family involvement, social service, and wellness) and four levels (child, family, school, and community).

This curriculum design focuses on the roles of primary learners: the child, the parent(s) and the teacher with regard to early childhood education. Its research emphasizes the need for curriculum goals to extend into the populations of teachers and parents. It addresses the evaluation process program leaders might engage in to achieve a high-quality early childhood program. Additionally, the paper discusses common challenges to creating and sustaining high-quality programs and highlights the need for effective ongoing professional development. Finally, the paper suggests that engaging the parent community in an initiative to educate them to advocate for the health, wellness, and educational success of their child can serve as the one of the most effective means of improving early childhood education. This project was developed in the context of a suburban preschool which is a ministry of a Lutheran Church.

2000

Investing in Early Childhood Development, 2008

are proud to support the writing, publication, and distribution of this book. Derived from scientific results, the book contains practical details for providing high-quality experiences in early childhood programs that promote the learning and development of three-and four-year-old children. This initiative was undertaken as a public service to the State of Texas. The formal learning system is a continuum from birth to preschool to primary school to secondary education to higher education to college graduation and beyond. Each step depends on the successful completion of the prior step in order to prepare a child to meet the challenges of advancement. Inadequate preparation often leaves a child stuck in a learning and development level that too often obstructs their forward progress through the remaining continuum. Although all steps in the continuum deserve our attention and resources, the penalty is harshest on children who from birth to age five have not been adequately prepared to enter kindergarten and maximize the opportunity. The motivation of Susan Landry and the team assembled for this book project was to harvest the knowledge that has been gained from the sciences of brain development, human development, and early childhood education and development and then translate that knowledge into usable guidelines for organized programs for three-and four-year-old children. The guidelines are firmly grounded in science. Three hundred twenty-two references, organized by chapter, are given in the back of the book. The objective is to provide the opportunity for every child in Texas to become optimally ready to learn by entry to kindergarten, and thus, to build a solid foundation on which to continue to achieve success in the education continuum. The ultimate long-term goal of this education initiative is to enhance the knowledge base, skill levels, and capacities of all residents of Texas. Achievement of this goal will provide a highly capable workforce, promote economic vitality, and contribute to better health and sense of well-being statewide. Although the book has been prepared with concern for children in Texas, we hope that early childhood education and development initiatives in other states also will find it useful.