Oscar A. Barbarin, PhD, is the Lila L. and Douglas J. Hertz Endowed Chair in the Department of Psychology at Tulane University. He is also a Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill. He is past President of the American Orthopsychiatric Association and was elected to the Governing Council of the Society for Research in Child Development. Dr. Barbarin’s research has focused on the social and familial determinants of ethnic and gender achievement gaps beginning in early childhood. He has developed ABLE, a mental health screening tool for young children. Dr. Barbarin is principal investigator of the PAS Initiative, a national study that focuses on the socioemotional and academic development of boys of color.

Barbara Hanna Wasik, PhD, holds a William R. Kenan, Jr. Professorship in the School of Education and is a Fellow at the Frank Porter Graham Child Development Institute at the University of North Carolina. Dr. Wasik also chairs the School Psychology Program. She serves as a consultant to national organizations and has held office in state and national organizations, including the American Psychological Association. She was an invited participant to the White House Conference on Child Care and served as a member of the Committee on Early Childhood Pedagogy of the National Academy of Sciences. Her research focuses on early childhood interventions, family literacy, social and cognitive development, problem solving, home visiting, and the observational study of children.

Development and Early Education	p. 1
Development Science and Early Education: An Introduction	p. 3
Rethinking Early Schooling: Using Developmental Science to Transform Children's Early School Experiences	p. 14
Bridging Developmental Theory and Educational Practice: Lessons from the Vygotskian Project	p. 38
Brain Functioning and Learning	p. 55
Developmental Cognitive Neuroscience and Education Practice	p. 57
Neurodevelopment Changes in Infancy and Beyond: Implications for Learning and Memory	p. 78
Learning to Remember	p. 103
The Mind of the Preschool Child: The Intelligence-School Interface	p. 123
Social and Emotional Development	p. 143
Development of Self, Relationships, and Socioemotional Competence: Foundations for Early School Success	p. 147
Taming the Terrible Twos: Self-Regulation and School Readiness	p. 172
Teaching Hearts and Minds in Early Childhood Classrooms: Curriculum for Social and Emotional Development	p. 199
Supporting Peer Relationships in Early Education	p. 223
Promoting Social Acceptance and Respect for Cultural Diversity in Young Children: Learning from Developmental Research	p. 247
Language and Literacy	p. 267
The Social Context of Language and Literacy Development	p. 271
Teaching and Learning to Read	p. 303
Changing Classroom Conversations: Narrowing the Gap between Potential and Reality	p. 328
Young Latino Children's English Reading Development: Insights for Classroom Teachers	p. 352
Supporting Parental Practices in the Language and Literacy Development of Young Children	p. 378
Mathematics and Science	p. 399
Early Mathematics Education and How to Do It	p. 403
Improving Preschoolers' Number Sense Using Information-Processing Theory	p. 429
The Early Construction of Mathematical Meanings: Learning Positional Representation of Numbers	p. 455
Applying Developmental Approaches to Learning Math	p. 478
Construction and Representation of Space in 5-Year-Old Children	p. 499
Enhancing Mathematical Problem Solving in Primary School Children: Lessons from Design Experiments	p. 521
Science Education for Young Children: A Conceptual-Change Point of View	p. 544
Improving Science Teaching for Young Children	p. 558
Conclusion	p. 577
Applying Lessons from Developmental Science to Early Education	p. 579
Author Index	p. 598
Subject Index	p. 611
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