Handbook of Early Childhood Education

1. Auflage 2012
ISBN: 978-1-4625-0337-7
Verlag: Guilford Publications

Buch, Englisch, 634 Seiten, Format (B × H): 189 mm x 270 mm, Gewicht: 1318 g

Comprehensive and authoritative, this forward-thinking book reviews the breadth of current knowledge about early education and identifies important priorities for practice and policy. Robert C. Pianta and his associates bring together foremost experts to examine what works in promoting all children's school readiness and social-emotional development in preschool and the primary grades. Exemplary programs, instructional practices, and professional development initiatives—and the systems needed to put them into place—are described. The volume presents cutting-edge findings on the family and social context of early education and explores ways to strengthen collaboration between professionals and parents.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Pianta, Robert C

Barnett, W Steven

Justice, Laura M

Sheridan, Susan M

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Vorschul- und Kindergartenpädagogik
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie

Inhaltsverzeichnis

I. Early Education Opportunities in the United States 1. Early Education in the United States: Programs and Access. 2. Early Childhood Care and Education: Enrollment Patterns and Expenditures 3. Investments in Early Education: Resources at the Federal and State Levels 4. Accountability and Program Evaluation in Early Education 5. More Than Teachers: The Early Care and Education Workforce 6. Restructuring and Aligning Early Education Opportunities for Cultural, Language, and Ethnic Minority Children 7. Language, Culture, and Early Education in the United States 8. Poverty Is a Knot, and Preschool Is an Untangler II. Instruction and Curriculum in Early Education Settings: Impacts on Young Children’s Preacademic Outcomes 9. Promoting Lower- and Higher-Level Language Skills in Early Education Classrooms 10. Promoting Early Literacy and Language Development 11. Mathematics Learning, Assessment, and Curriculum 12. Science and Early Education 13. Teacher–Child Play Interactions to Achieve Learning Outcomes: Risks and Opportunities 14. A Transactional Model of Effective Teaching and Learning in the Early Childhood Classroom III. Developmental Processes, Early Education, and Families 15. An Ecological Perspective for Understanding the Early Development of Self-Regulatory Skills, Social Skills, and Achievement 16. Executive Functioning and Developmental Neuroscience: Current Progress and Implications for Early Childhood Education 17. Scaffolding Self-Regulated Learning in Young Children: Lessons from Tools of the Mind 18. Fostering Collaborative Partnerships between Early Childhood Professionals and the Parents of Young Children 19. Interventions That Promote Social-Emotional Learning in Young Children, Celene E. Domitrovich, Julia E. Moore, Ross A. Thompson, and the CASEL Preschool to Elementary School Social and Emotional Learning Assessment Workgroup 20. Supporting the Social Competence of Young Children with Challenging Behavior in the Context of the Teaching Pyramid Model: Research-Based Practices and Implementation in Early Childhood Settings 21. Promoting Young Children’s Mental Health through Early Childhood Consultation: Ecological Advances and Research Needs IV. Building Systems of Effective Early Intervention Supports: Meeting the Needs of Diverse Children and the Adults Who Serve Them 22. Implications of Research on Postinstitutionalized Children for Practice and Policy in Early Education 23. Access, Participation, and Supports: A Framework for Improving Inclusive Early Education Opportunities for Children with Disabilities 24. Enhancing Teachers’ Intentional Use of Effective Interactions with Children: Designing and Testing Professional Development Interventions 25. Improving Language and Literacy Outcomes in Child Care 26. Higher Education for Early Childhood Educators and Outcomes for Young Children: Pathways toward Greater Effectiveness 27. Making the Case: Why Credentialing and Certification Matter.

Über Autor(innen)

Robert C. Pianta, PhD, is Dean of the School of Education and Human Development at the University of Virginia, where he is also the Novartis Professor of Education and Director of the Center for Advanced Study of Teaching and Learning. A former special education teacher, Dr. Pianta’s research focuses on investigating the effects of schooling on children’s social and academic outcomes, and on improving school and classroom experiences through teachers’ professional development. His team of education researchers has developed the Classroom Assessment Scoring System™, an observational measure that has been tested and proven effective in several large national studies and is being utilized by every Head Start program in the United States. Dr. Pianta is Editor of the Journal of School Psychology and the author of more than 400 journal articles, chapters, and books in the areas of early childhood development, transition to school, school readiness, and parent–child and teacher–child relationships. He consults regularly with federal agencies, foundations, and universities.
Associate Editors
W. Steven Barnett, PhD, is Board of Governors Professor and Director of the National Institute for Early Education Research at Rutgers, The State University of New Jersey. Laura M. Justice, PhD, is Professor in the College of Education and Human Ecology at The Ohio State University, where she also directs the Children’s Learning Research Collaborative. Susan M. Sheridan, PhD, is George Holmes University Professor of Educational Psychology at the University of Nebraska, where she is also Director of the Nebraska Center for Research on Children, Youth, Families, and Schools and of the National Center for Research on Rural Education.