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

by Christina J. Groark

• ISBN13: 9781412926157
• ISBN10: 1412926157
• Format: Paperback
• Copyright: 2006-07-14
• Publisher: Corwin Pr

Summary

"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 doesna??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.

Table of Contents

Acknowledgments	ix
About the Editors	xi
About the Contributors	xv
Introduction	xix
A Growing Interest in Early Childhood Care and Education	xix
How This Book Can Help	xx
Risk and Protective Factors	xxi
Levels of Evidence Regarding Programs and Best Practices	xxii
References	xxiii
PART I. EVIDENCE-BASED PRACTICES
School Readiness: Definitions, Best Practices, Assessments, and Cost	3	(22)
Kelly E. Mehaffie
Jeffery Fraser
The Importance of Early Learning	3	(1)
Definitions of School Readiness	4	(6)
The Intersection of Readiness Factors	10	(1)
Research Informing School Readiness Factors	10	(7)
Assessing Readiness	17	(2)
Costs and Savings of Being Ready for School	19	(1)
Conclusions and Recommendations	20	(1)
References	21	(4)
Early Intervention Practices for Children With and at Risk for Delays	25	(31)
Louise Kaczmarek
Christina J. Groark
Children at Risk for Delay Due to Poverty	26	(3)
Characteristics of Successful Programs for Children in Poverty	29	(3)
English Language Learners at Risk for Delay	32	(7)
Children With Developmental Disabilities and Delays	39	(5)
Conclusions and Recommendations	44	(5)
References	49	(7)
Best Practices for Transitions Into Kindergarten	56	(11)
Kelly E. Mehaffie
Mary Wolfson
Transitions in Context	58	(1)
Best Practices for Transitions	59	(3)
Conclusions and Recommendations	62	(1)
References	62	(5)
PART II. EVIDENCE-BASED PROGRAMS
Publicly Funded Programs and Their Benefits for Children	67	(21)
Wendy M. Barnard
Federal Programs	68	(5)
State Programs	73	(9)
Trends in Publicly Funded Early Childhood Programs	82	(2)
Conclusions and Recommendations	84	(1)
References	85	(3)
Demonstration Programs and Successful Outcomes	88	(14)
Wendy M. Barnard
Christina J. Groark
Randomized Experiments	89	(3)
Quasi-Experimental Studies	92	(4)
Characteristics of Successful Programs	96	(2)
Conclusions and Recommendations	98	(2)
References	100	(2)
Home-Based and Family Child Care: Characteristics and Quality Issues	102	(12)
Richard Fiene
Martha Woodward Isler
Categories of Home-Based Facilities	102	(1)
Current Quality of Home-Based Facilities	103	(2)
Obstacles to Improving the Quality of Family Child Care	105	(1)
Characteristics of Improved Home-Based and Family Child Care Programs	105	(4)
Relative and Neighbor Care	109	(1)
Conclusions and Recommendations	109	(1)
Appendix 1: Overviews and Descriptions of the Early Childhood Environment Rating Scale (ECERS) and the Family Day Care Rating Scale (FDCRS)	110	(2)
References	112	(2)
School-Age Services: Programs That Extend the Benefits of Early Care and Education Services	114	(21)
Suh-Ruu Ou
Arthur J. Reynolds
Why Extend Early Childhood Programs?	115	(1)
Existing Extended Early Childhood Programs	116	(13)
Characteristics of Successful Programs	129	(1)
Conclusions and Recommendations	130	(1)
References	131	(4)
Out-of-School-Time Programs That Promote Academic and Behavioral Achievement for Children Ages Six to Eight	135	(24)
Anne E. Farber
Outcomes and Evaluations of Out-of-School-Time Programs	136	(1)
Academically Focused Programs	137	(5)
Reading and Mathematics Programs	142	(1)
Tutoring Programs	143	(1)
Summer Programs	144	(1)
Mental Health Focused Programs	145	(1)
Study of High Quality Programs	146	(1)
Characteristics of Successful Programs	146	(3)
Quality Enhancement Tools and Initiatives	149	(1)
Conclusions and Recommendations	150	(2)
References	152	(7)
PART III. THE FUTURE OF THE FIELD
Professional Development and Higher Education Systems to Develop Qualified Early Childhood Educators	159	(22)
Gwen G. Morgan
Jeffery Fraser
The Current State of Professional Development	160	(1)
Credentials Across Early Childhood Systems	161	(5)
Content of Credentials for Early Education and Care	166	(3)
Emerging Issues	169	(4)
Changes at the College Level	173	(1)
Professional Development Planning Groups	174	(2)
The Role of Professional Associations	176	(1)
Conclusions and Recommendations	177	(1)
References	177	(4)
Index	181