Early childhood education receives more attention and funding today than ever before, yet the quality of available programs varies widely. What interventions are most effective for promoting young children's school readiness? How can educators partner successfully with diverse families to help close the income- and race-based achievement gap? What are the obstacles to dissemination of evidence-based child care and preschool practices, and how can these obstacles be overcome? Bringing together foremost experts, this forward-thinking book reviews the breadth of current knowledge about early…mehr
Early childhood education receives more attention and funding today than ever before, yet the quality of available programs varies widely. What interventions are most effective for promoting young children's school readiness? How can educators partner successfully with diverse families to help close the income- and race-based achievement gap? What are the obstacles to dissemination of evidence-based child care and preschool practices, and how can these obstacles be overcome? Bringing together foremost experts, this forward-thinking book reviews the breadth of current knowledge about early education and identifies important priorities for practice and policy. Part I describes the contemporary landscape of early education in the United States: what programs are in place; how they are utilized, administered, and funded; and their educational aims. Part II presents cutting-edge research on curricula and teaching methods that work. Coverage encompasses strategies for fostering specific skill areas--including language, literacy, and early mathematics and science--and for enhancing academic development overall. Next, Part III turns to the critical areas of social development and the family context of early education. Chapters describe exemplary approaches to supporting young children's executive functioning, self-regulation, social-emotional learning, and mental health. Rounding out the volume, Part IV addresses ways to better serve children with special needs, as well as how to strengthen the roles of early educators through professional development, higher education, and certification. Comprehensive and authoritative, this volume combines an impeccable research grounding with a strong applied focus. It belongs on the desks of researchers, teacher educators, and graduate students in early education, early literacy, child development, and special education; school and child care administrators; and education policymakers.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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(TM), 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.
Inhaltsangabe
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.
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.
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
