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Evidence-Based Practices and Programs for Early Childhood Care and Education
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Evidence-Based Practices and Programs for Early Childhood Care and Education

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Leadership & Management

September 2006 | 216 pages | Corwin
'This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers' - Charles Bruner, Director, Child and Family Policy Center

'Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book' - Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO

Early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8.

Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn't, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include:

• Definition and assessment of readiness of children and schools

• Early intervention for children in poverty, English language learners, and students with special needs

• Publicly funded, home-based, school-age, and out-of-schooltime programs

• The future of personnel preparation and professional development

The result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.

 
Acknowledgments
 
About the Editors
 
About the Contributors
 
Introduction
 
Part I. Evidence-Based Practices
Kelly E. Mehaffie and Jeffery Fraser
1. School Readiness: Definitions, Best Practices, Assessments, and Cost
The Importance of Early Learning  
Definitions of School Readiness  
The Intersection of Readiness Factors  
Research Informing School Readiness Factors  
Assessing Readiness  
Costs and Savings of Being Ready for School  
Conclusions and Recommendations  
References  
Louise Kaczmarek and Christina J. Groark
2. Early Intervention Practices for Children With and At Risk for Delays
Children At Risk for Delay Due to Poverty  
English Language Learners At Risk for Delay  
Children With Developmental Disabilities and Delays  
Conclusions and Recommendations  
References  
Kelly E. Mehaffie and Mary Wolfson
3. Best Practices for Transitions Into Kindergarten
Transitions in Context  
Best Practices for Transitions  
Conclusions and Recommendations  
References  
 
Part II. Evidence-Based Programs
Wendy M. Barnard
4. Publicly Funded Programs and Their Benefits for Children
Federal Programs  
State Programs  
Trends in Publicly Funded Early Childhood Programs  
Conclusions and Recommendations  
References  
Wendy M. Barnard and Christina J. Groark
5. Demonstration Programs and Successful Outcomes
Randomized Experiments  
Quasi-Experimental Studies  
Characteristics of Successful Programs  
Conclusions and Recommendations  
References  
Richard Fiene and Martha Woodward Isler
6. Home-Based and Family Child Care: Characteristics and Quality Issues
Categories of Home-Based Facilities  
Current Quality of Home-Based Facilities  
Obstacles to Improving the Quality of Family Child Care  
Characteristics of Improved Home-Based and Family Child Care Programs  
Relative and Neighbor Care  
Conclusions and Recommendations  
Appendix 1: Overviews and Descriptions of the Early Childhood Environment Rating Scale (ECERS) and the Family Day Care Rating Scale (FDCRS)  
References  
Suh-Ruu Ou and Arthur J. Reynolds
7. School-Age Services: Programs That Extend the Benefits of Early Care and Education Services
Why Extend Early Childhood Programs?  
Existing Extended Early Childhood Programs  
Characteristics of Successful Programs  
Conclusions and Recommendations  
References  
Anne E. Farber
8. Out-of-School-Time Programs That Promote Academic and Behavioral Achievement for Children Ages 6 to 8
Outcomes and Evaluations of Out-Of-School-Time Programs  
Academically Focused Programs  
Reading and Mathematics Programs  
Tutoring Programs  
Summer Programs  
Mental Health Focused Programs  
Characteristics of Successful Programs  
Quality Enhancement Tools and Initiatives  
Conclusions and Recommendations  
References  
 
Part III. The Future of the Field
Gwen Morgan and Jeffery Fraser
9. Professional Development and Higher Education Systems to Develop Qualified Early Childhood Educators
The Current State of Professional Development  
Credentials Across Early Childhood Systems  
Content of Credentials for Early Education and Care  
Emerging Issues  
Changes at the College Level  
Professional Development Planning Groups  
The Role of Professional Associations  
Conclusions and Recommendations  
References  
 
Index

"Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention--and read this book."

Mathieu Aubuchon, Preschool Coordinator
The Early Childhood Center at Gregory Hill, Westminster, CO

"This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policy makers."

Charles Bruner, Director
Child and Family Policy Center, Des Moines, IA

"For practitioners, advocates, parents, and concerned citizens, this is an informative, useful examination of what research tells about the long-range effects of various programs for young children. The bibliographies are extensive, the format is accessible, and the conclusions clear and convincing."

CHOICE, March 2007

"A contribution to an important dialogue on how we can better fulfill the promise of high-quality early childhood care and education for all children."

PsycCRITIQUES, December 2007, Vol. 52, No. 49
American Psychological Association

"Packed with research-based program findings and practical recommendations, this book furnishes a wealth of information for both the field practitioner and the program researcher. The book would be ideal for a book study. Early education teachers, child care directors, and Head Start personnel would all benefit from discussing the relevant topics."

Dimensions of Early Childhood, Winter 2008, Vol. 36(1)
Southern Early Childhood Association

Good additional material for my course

Dr Maribel Rio-Roberts
ISHSHJ, Nova Southeastern University
June 3, 2013

Sample Materials & Chapters

Introduction

Chapter 1


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