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

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"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 developmentThe result is a highlyreadable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

This timely handbook presents evidence and recommendations to make informed decisions for planning, funding, and operating high-quality educational programs for children ages 3-8.

Author Biography

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. .

Table of Contents

AcknowledgmentsAbout the EditorsAbout the ContributorsIntroductionPart I. Evidence-Based Practices1. School Readiness: Definitions, Best Practices, Assessments, and Cost - Kelly E. Mehaffie and Jeffery FraserThe Importance of Early LearningDefinitions of School ReadinessThe Intersection of Readiness FactorsResearch Informing School Readiness FactorsAssessing ReadinessCosts and Savings of Being Ready for SchoolConclusions and RecommendationsReferences2. Early Intervention Practices for Children With and At Risk for Delays - Louise Kaczmarek and Christina J. GroarkChildren At Risk for Delay Due to PovertyEnglish Language Learners At Risk for DelayChildren With Developmental Disabilities and DelaysConclusions and RecommendationsReferences3. Best Practices for Transitions Into Kindergarten - Kelly E. Mehaffie and Mary WolfsonTransitions in ContextBest Practices for TransitionsConclusions and RecommendationsReferencesPart II. Evidence-Based Programs4. Publicly Funded Programs and Their Benefits for Children - Wendy M. BarnardFederal ProgramsState ProgramsTrends in Publicly Funded Early Childhood ProgramsConclusions and RecommendationsReferences5. Demonstration Programs and Successful Outcomes - Wendy M. Barnard and Christina J. GroarkRandomized ExperimentsQuasi-Experimental StudiesCharacteristics of Successful ProgramsConclusions and RecommendationsReferences6. Home-Based and Family Child Care: Characteristics and Quality Issues - Richard Fiene and Martha Woodward IslerCategories of Home-Based FacilitiesCurrent Quality of Home-Based FacilitiesObstacles to Improving the Quality of Family Child CareCharacteristics of Improved Home-Based and Family Child Care ProgramsRelative and Neighbor CareConclusions and RecommendationsAppendix 1: Overviews and Descriptions of the Early Childhood Environment Rating Scale (ECERS) and the Family Day Care Rating Scale (FDCRS)References7. School-Age Services: Programs That Extend the Benefits of Early Care and Education Services - Suh-Ruu Ou and Arthur J. ReynoldsWhy Extend Early Childhood Programs?Existing Extended Early Childhood ProgramsCharacteristics of Successful ProgramsConclusions and RecommendationsReferences8. Out-of-School-Time Programs That Promote Academic and Behavioral Achievement for Children Ages 6 to 8 - Anne E. FarberOutcomes and Evaluations of Out-Of-School-Time ProgramsAcademically Focused ProgramsReading and Mathematics ProgramsTutoring ProgramsSummer ProgramsMental Health Focused ProgramsCharacteristics of Successful ProgramsQuality Enhancement Tools and InitiativesConclusions and RecommendationsReferencesPart III. The Future of the Field9. Professional Development and Higher Education Systems to Develop Qualified Early Childhood Educators - Gwen Morgan and Jeffery FraserThe Current State of Professional DevelopmentCredentials Across Early Childhood SystemsContent of Credentials for Early Education and CareEmerging IssuesChanges at the College LevelProfessional Development Planning GroupsThe Role of Professional AssociationsConclusions and RecommendationsReferencesIndex

Review

"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) "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 "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 "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

Review Quote

"This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services. It breaks new ground in linking research with policy for the early childhood field."

Details ISBN1412926149 Pages 216 Language English ISBN-10 1412926149 ISBN-13 9781412926140 Media Book Format Hardcover DEWEY 372.21 Illustrations Yes Year 2006 Publication Date 2006-07-31 Country of Publication United States Edited by Christina J. Groark Edition 1st Place of Publication Thousand Oaks Publisher Corwin Publishers Short Title EVIDENCE-BASED PRACTICES & PRO Imprint SAGE Publications Inc DOI 10.1604/9781412926140 Audience Professional and Scholarly UK Release Date 2006-09-06 NZ Release Date 2006-09-06 US Release Date 2006-09-06 Author Christina J. Groark AU Release Date 2006-09-05 We've got this

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