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

Christina J. Groark - University of Pittsburgh School of Medicine, USA
Kelly E. Mehaffie - University of Pittsburgh, Office of Child Development
Robert B. McCall - University of Pittsburgh, Office of Child Development
Mark T. Greenberg - Pennsylvania State University, USA
Evidence-Based Practices and Programs for Early Childhood Care and Education
July 2006 | 216 pages | Corwin
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ISBN: 9781483361918
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Description

"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

Your research-based reference for developing quality early educational experiences!

School and district administrators, as well as policymakers, are increasingly recognizing that 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.  

    Contents

    Acknowledgments

    Acknowledgments

    About the Editors

    About the Editors

    About the Contributors

    About the Contributors

    Introduction

    Introduction

    Part I. Evidence-Based Practices

    • 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
    • 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
    • 3. Best Practices for Transitions Into Kindergarten
    • Transitions in Context
    • Best Practices for Transitions
    • Conclusions and Recommendations
    • References

    Part II. Evidence-Based Programs

    • 4. Publicly Funded Programs and Their Benefits for Children
    • Federal Programs
    • State Programs
    • Trends in Publicly Funded Early Childhood Programs
    • Conclusions and Recommendations
    • References
    • 5. Demonstration Programs and Successful Outcomes
    • Randomized Experiments
    • Quasi-Experimental Studies
    • Characteristics of Successful Programs
    • Conclusions and Recommendations
    • References
    • 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
    • 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
    • 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

    • 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

    Index

    Additional materials

    Description

    "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

    Your research-based reference for developing quality early educational experiences!

    School and district administrators, as well as policymakers, are increasingly recognizing that 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.  

      Contents

      Acknowledgments

      Acknowledgments

      About the Editors

      About the Editors

      About the Contributors

      About the Contributors

      Introduction

      Introduction

      Part I. Evidence-Based Practices

      • 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
      • 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
      • 3. Best Practices for Transitions Into Kindergarten
      • Transitions in Context
      • Best Practices for Transitions
      • Conclusions and Recommendations
      • References

      Part II. Evidence-Based Programs

      • 4. Publicly Funded Programs and Their Benefits for Children
      • Federal Programs
      • State Programs
      • Trends in Publicly Funded Early Childhood Programs
      • Conclusions and Recommendations
      • References
      • 5. Demonstration Programs and Successful Outcomes
      • Randomized Experiments
      • Quasi-Experimental Studies
      • Characteristics of Successful Programs
      • Conclusions and Recommendations
      • References
      • 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
      • 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
      • 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

      • 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

      Index

      Additional materials

      SAGE Publishing Logo

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

      Christina J. Groark , Kelly E. Mehaffie , Robert B. McCall , Mark T. Greenberg
      Cancel Print

      July 2006 | 216 pages | Corwin

      Format Published Date ISBN Price
      Hardcover 27/02/2023 9781412926140 $91.95
      Paperback 27/02/2023 9781412926157 $41.95
      Lifetime 27/02/2023 9781483361918 $38.00

      "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

      Your research-based reference for developing quality early educational experiences!

      School and district administrators, as well as policymakers, are increasingly recognizing that 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.  


        Table Of Contents:

        • Acknowledgments
        • About the Editors
        • About the Contributors
        • Introduction
        • Part I. Evidence-Based Practices
        • 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
        • 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
        • 3. Best Practices for Transitions Into Kindergarten
        • Transitions in Context
        • Best Practices for Transitions
        • Conclusions and Recommendations
        • References
        • Part II. Evidence-Based Programs
        • 4. Publicly Funded Programs and Their Benefits for Children
        • Federal Programs
        • State Programs
        • Trends in Publicly Funded Early Childhood Programs
        • Conclusions and Recommendations
        • References
        • 5. Demonstration Programs and Successful Outcomes
        • Randomized Experiments
        • Quasi-Experimental Studies
        • Characteristics of Successful Programs
        • Conclusions and Recommendations
        • References
        • 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
        • 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
        • 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
        • 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

        Recent Product Reviews:

        Good additional material for my course
        Dr Maribel Rio-Roberts, ISHSHJ, Nova Southeastern University
        "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
        "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
        "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
        "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

        Recommendations