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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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Administration & Leadership

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

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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