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

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

Early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. This timely handbook offers a highly readable presentation of the evidence needed to make informed practice and program decisions for the education of children ages 3-8. An expert panel of contributors covers these key topics:

  • Defining and assessing readiness of children and schools
  • Early intervention for children of poverty, English language learners, and students with special needs
  • Publicly funded, home-based, school-age, and out-of-school time programs
  • Effective professional development practices, and more

Full description

Evidence-Based Practices and Programs for Early Childhood Care and Education - Book Cover Look Inside - opens in a new tab
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781412926157
  • Published By: Corwin
  • Year: 2006
  • Page Count: 216
  • Publication date: April 06, 2014
Price: $41.95

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This book is not available as a review copy.
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Author(s) Table of Contents Reviews

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.


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

Author(s)

Christina J. Groark

Kelly E. Mehaffie

Robert B. McCall

Mark T. Greenberg

Mark T. Greenberg is the Edna Peterson Bennett Endowed Chair in Prevention Research, Professor of Human Development and Psychology. He is the Founding Director of The Prevention Research Center for the Promotion of Human Development, and served as its Director from 1998 till 2013. (http://www.prevention.psu.edu).

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

Reviews

Quote by Mathieu Aubuchon, Preschool Coordinator, The Early Childhood Center at Gregory Hill, Westminster, CO:

"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."

"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
Quote by Charles Bruner, Director, Child and Family Policy Center, Des Moines, IA: "This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policy makers."
"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
Quote by CHOICE, March 2007: "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."
"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
Quote by PsycCRITIQUES, December 2007, Vol. 52, No. 49, American Psychological 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."
"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
Quote by Dimensions of Early Childhood, Winter 2008, Vol. 36(1), Southern Early Childhood 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."
"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
Price: $41.95

Review Copies

This book is not available as a review copy.

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