'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.
Mark T. Greenberg, PhD, currently holds the Edna Peterson Bennett Endowed Chair in Prevention Research, and is a professor of Human Development and Psychology in the College of Health and Human Development at The Pennsylvania State University. He serves as a co-principal investigator to the CARE research study.
Acknowledgments About the Editors About the Contributors Introduction Part I. Evidence-Based Practices 1. School Readiness: Definitions, Best Practices, Assessments, and Cost - Kelly E. Mehaffie and Jeffery Fraser 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 - Louise Kaczmarek and Christina J. Groark 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 - Kelly E. Mehaffie and Mary Wolfson 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 - Wendy M. Barnard Federal Programs State Programs Trends in Publicly Funded Early Childhood Programs Conclusions and Recommendations References 5. Demonstration Programs and Successful Outcomes - Wendy M. Barnard and Christina J. Groark Randomized Experiments Quasi-Experimental Studies Characteristics of Successful Programs Conclusions and Recommendations References 6. Home-Based and Family Child Care: Characteristics and Quality Issues - Richard Fiene and Martha Woodward Isler 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 - Suh-Ruu Ou and Arthur J. Reynolds 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 - Anne E. Farber 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 - Gwen Morgan and Jeffery Fraser 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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