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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

Edited by:

July 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

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.  


     
    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
    Key features
    • Uses hard evidence and real data to review and evaluate existing early childhood care and education programs
    • Written in reader-friendly, direct language for the educational community
    • Breaks down program review into age groups (3-5, 6-8) so readers can easily jump to the section most relevant to their needs
    • Addresses school readiness with regard to both children's preparedness for school and schools' preparedness for children
    • Offers effective early intervention practices for children with, and at risk for, delays
    • Reviews and recommends personnel preparation and professional development most likely to bring about successful child outcomes

    Sample Materials & Chapters

    Introduction

    Chapter 1


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