Handbook of Early Childhood Education -

Handbook of Early Childhood Education

Buch | Hardcover

634 Seiten


Guilford Publications (Verlag)

978-1-4625-0337-7 (ISBN)


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.


Robert C. Pianta, PhD, is Dean of the Curry School of Education 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. Piantaa (TM)s research focuses on investigating the effects of schooling on childrena (TM)s social and academic outcomes, and on improving school and classroom experiences through teachersa (TM) professional development. His team of education researchers has developed the Classroom Assessment Scoring Systema" , 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 parenta "child and teachera "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 Childrena (TM)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.


Part I. Early Education Opportunities in the United States. Epstein, Steven Barnett, Early Education in the United States: Programs and Access. Belfield, Early Childhood Care and Education: Enrollment Patterns and Expenditures. Hustedt, Friedman, Steven Barnett, Investments in Early Education: Resources at the Federal and State Levels. Gilliam, Frede, Accountability and Program Evaluation in Early Education. Ryan, Whitebook, More Than Teachers: The Early Care and Education Workforce. Gillanders, Iruka, Ritchie, Cobb, Restructuring and Aligning Early Education Opportunities for Cultural, Language, and Ethnic Minority Children. Garcia, Language, Culture, and Early Education in the United States. Lamy, Poverty Is a Knot, and Preschool is an Untangler. Part II. Instruction and Curriculum in Early Education Settings: Impacts on Young Children's Preacademic Outcomes. Sittner Bridges, Justice, Hogan, Gray, Promoting Lower- and Higher-level Language Skills in Early Education Classrooms. Powell, Diamond, Promoting Early Literacy and Language Development. Clements, Sarama, Mathematics Learning, Assessment, and Curriculum. Trundle, Sackes, Science and Early Education. Trawick-Smith, Teacher-child Play Interactions to Achieve Learning Outcomes: Risks and Opportunities. Cameron, A Transactional Model of Effective Teaching and Learning in the Early Childhood Classroom. Part III. Developmental Processes, Early Education, and Families. Rimm-Kaufman, Wanless, An Ecological Perspective to Understanding the Early Development of Self-regulatory Skills, Social Skills, and Achievement. Obradovic, Portilla, Thomas Boyce, Executive Functioning and Developmental Neuroscience: Current Progress and Implications for Early Childhood Education. Bodrova, Leong, Scaffolding Self-regulated Learning in Young Children: Lessons from Tools of the Mind. Knoche, Cline, Marvin, Fostering Collaborative Partnerships between Early Childhood Professionals and the Parents of Young Children. Domitrovich, Moore, Thompson, CASEL Preschool to Elementary School Social and Emotional Learning Assessment Workgroup, Interventions that Promote Social-emotional Learning in Young Children. Hemmeter, Conroy, 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. Sheridan, Clarke, Ihlo, Promoting Young Children's Mental Health through Early Childhood Consultation: Ecological Advances and Research Needs. Part IV. Building Systems of Effective Early Education Supports: Meeting the Needs of Diverse Children and the Adults Who Serve Them. Lawler, Gunnar, Implications of Research on Postinstitutionalized Children for Practice and Policy in Early Education. Buysse, Access, Participation, and Supports: A Framework for Improving Inclusive Early Education Opportunities for Children with Disabilities. Hamre, Downer, Jamil, Pianta, Enhancing Teachers' Intentional Use of Effective Interactions with Children: Designing and Testing Professional Development Interventions. Neuman, Improving Language and Literacy Outcomes in Child Care. Hyson, Horm, Winton, Higher Education for Early Childhood Educators and Outcomes for Young Children: Pathways toward Greater Effectiveness. Bredekamp, Goffin, Making the Case: Why Credentialing and Certification Matter.


Zusatzinfo Illustrations
Sprache englisch
Maße 178 x 254 mm
Gewicht 1314 g
Themenwelt Geisteswissenschaften Psychologie Entwicklungspsychologie
Sozialwissenschaften Pädagogik Vorschulpädagogik
ISBN-10 1-4625-0337-3 / 1462503373
ISBN-13 978-1-4625-0337-7 / 9781462503377
Zustand Neuware
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