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

ISBN-10: 1412926157
ISBN-13: 9781412926157
Edition: 2007
List price: $36.95
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Description: This timely handbook presents evidence and recommendations to make informed decisions for planning, funding, and operating high quality educational programmes for children aged 3-8.

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Book details

List price: $36.95
Copyright year: 2007
Publisher: Corwin Press
Publication date: 7/14/2006
Binding: Paperback
Pages: 216
Size: 6.50" wide x 10.00" long x 0.75" tall
Weight: 0.946
Language: English

This timely handbook presents evidence and recommendations to make informed decisions for planning, funding, and operating high quality educational programmes for children aged 3-8.

Lisa J. Berlin, PhD, is a Research Scientist at the Center for Child and Family Policy at Duke University. Her work focuses on early development and programs and policies for young children and their families; she is especially concerned with child abuse prevention. Currently she is directing two studies, with funding from the National Institute of Mental Health, addressing the intergenerational transmission of problematic parenting. Yair Ziv, PhD, is a Senior Study Director at Westat. He has conducted research on attachment-based early intervention and on parent/n-/child relationships in infancy, childhood, and adolescence. Dr. Ziv's research program focuses on cognitive models of self and others and the mechanisms through which these models guide social perception, information processing, and behavior in close relationships. Lisa Amaya-Jackson, MD, MPH, is Associate Professor in Psychiatry and Behavioral Sciences at Duke University Medical Center. She is Associate Director at the UCLA-Duke National Center for Child Traumatic Stress and Co-Director of Research and Training at the Center for Child and Family Health in North Carolina. Dr. Amaya-Jackson is a clinician-researcher known for her research in the assessment and treatment of children exposed to traumatic life events and her expertise in implementing evidence-based treatment for child trauma in community settings. Mark T. Greenberg, PhD, holds the Bennett Endowed Chair in Prevention Research at Pennsylvania State University's College of Health and Human Development. He is also the director of the Prevention Research Center for the Promotion of Human Development. Since 1981, Dr. Greenberg has been examining the effectiveness of school-based curricula (the PATHS Curriculum) to improve the social, emotional, and cognitive competence of elementary-age children.

Acknowledgments
About the Editors
About the Contributors
Introduction
Evidence-Based Practices
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
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
Best Practices for Transitions Into Kindergarten
Transitions in Context
Best Practices for Transitions
Conclusions and Recommendations
References
Evidence-Based Programs
Publicly Funded Programs and Their Benefits for Children
Federal Programs
State Programs
Trends in Publicly Funded Early Childhood Programs
Conclusions and Recommendations
References
Demonstration Programs and Successful Outcomes
Randomized Experiments
Quasi-Experimental Studies
Characteristics of Successful Programs
Conclusions and Recommendations
References
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
Overviews and Descriptions of the Early Childhood Environment Rating Scale (ECERS) and the Family Day Care Rating Scale (FDCRS)
References
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
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
The Future of the Field
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

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