I. Early Education Opportunities in the United States 1.
Early Education in the United States: Programs and Access, Dale J.
Epstein and W. Steven Barnett 2. Early Childhood Care and
Education: Enrollment Patterns and Expenditures, Clive R. Belfield
3. Investments in Early Education: Resources at the Federal and
State Levels, Jason T. Hustedt, Allison H. Friedman, and W. Steven
Barnett 4. Accountability and Program Evaluation in Early
Education, Walter S. Gilliam and Ellen Frede 5. More Than Teachers:
The Early Care and Education Workforce, Sharon Ryan and Marcy
Whitebook 6. Restructuring and Aligning Early Education
Opportunities for Cultural, Language, and Ethnic Minority Children,
Cristina Gillanders, Iheoma Iruka, Sharon Ritchie, and Carolyn T.
Cobb 7. Language, Culture, and Early Education in the United
States, Eugene E. García 8. Poverty Is a Knot, and Preschool Is an
Untangler, Cynthia LamyII. 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, Mindy Sittner Bridges, Laura M.
Justice, Tiffany P. Hogan, and Shelley Gray 10. Promoting Early
Literacy and Language Development, Douglas R. Powell and Karen E.
Diamond 11. Mathematics Learning, Assessment, and Curriculum,
Douglas H. Clements and Julie Sarama 12. Science and Early
Education, Kathy Cabe Trundle and Mesut Saçkes 13. Teacher–Child
Play Interactions to Achieve Learning Outcomes: Risks and
Opportunities, Jeffrey Trawick-Smith 14. A Transactional Model of
Effective Teaching and Learning in the Early Childhood Classroom,
Claire E. CameronIII. Developmental Processes, Early Education,
and Families 15. An Ecological Perspective for Understanding
the Early Development of Self-Regulatory Skills, Social Skills, and
Achievement, Sara E. Rimm-Kaufman and Shannon B. Wanless 16.
Executive Functioning and Developmental Neuroscience: Current
Progress and Implications for Early Childhood Education, Jelena
Obradovic, Ximena A. Portilla, and W. Thomas Boyce 17. Scaffolding
Self-Regulated Learning in Young Children: Lessons from Tools of
the Mind, Elena Bodrova and Deborah J. Leong 18. Fostering
Collaborative Partnerships between Early Childhood Professionals
and the Parents of Young Children, Lisa L. Knoche, Keely D. Cline,
and Christine A. Marvin 19. Interventions That Promote
Social-Emotional Learning in Young Children, Celene E. Domitrovich,
Julia E. Moore, Ross A. Thompson, and the CASEL Preschool to
ElementarySchool 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, Mary Louise Hemmeter and Maureen A. Conroy 21. Promoting
Young Children’s Mental Health through Early Childhood
Consultation: Ecological Advances and Research Needs, Susan M.
Sheridan, Brandy L. Clarke, and Tanya B. IhloIV.
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, Jamie M. Lawler and Megan
R. Gunnar 23. Access, Participation, and Supports: A Framework for
Improving Inclusive Early Education Opportunities for Children with
Disabilities, Virginia Buysse 24. Enhancing Teachers’ Intentional
Use of Effective Interactions with Children: Designing and Testing
Professional Development Interventions, Bridget K. Hamre, Jason T.
Downer, Faiza M. Jamil, and Robert C. Pianta 25. Improving Language
and Literacy Outcomes in Child Care, Susan B. Neuman
26. Higher Education for Early Childhood Educators and Outcomes for
Young Children: Pathways toward Greater Effectiveness, Marilou
Hyson, Diane M. Horm, and Pamela J. Winton27. Making the Case: Why
Credentialing and Certification Matter, Sue Bredekamp and Stacie G.
Goffin
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. 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.
"At a time when there are quite vocal challenges to the wisdom of
providing early care and education to children and families in
need, Pianta and his coeditors have assembled leaders in the field
to report on the state of the science and practice. This
comprehensive handbook conveys current knowledge about all
dimensions of early childhood education: its history, developmental
processes that underlie practices, exemplary instruction, and
systems to put practices in place in states and communities. The
Handbook is the definitive work of its kind and will be a great
resource for practitioners, policymakers, and education
scientists."--Samuel L. Odom, PhD, Director, Frank Porter Graham
Child Development Institute, University of North Carolina at Chapel
Hill
"I used this book as a text in our introductory Trends and Issues
course for new PhD students. Student feedback was outstandingly
positive. The book has a wonderful combination of breadth and
depth. It exposes students to a variety of topics for future study
and research. I will use the text in this course again next
Spring."--M. Susan Burns, PhD, College of Education and Human
Development, George Mason University
"Early childhood education has seen a dramatic explosion of
research and programs over the past 20 years. This handbook not
only examines the research of the past, it anticipates what we may
discover in the future. Taken as a whole, these chapters address
one of the most important questions we face as a nation: 'How can
we improve the lives of children and families--particularly those
living in poverty or those raising children under challenging
conditions?'"--Samuel J. Meisels, EdD, President, Erikson
Institute"The editors have assembled an outstanding handbook at the
nexus of practice, policy, and research in early childhood
education, one that captures the contemporary realities of this
fast-moving, multidisciplinary field. The 27 chapters synthesize
the knowledge base across four themes: early education
opportunities, the impact of instruction and curriculum,
developmental processes in early childhood, and building an
effective early education system. The result is a tour de force
because the individual authors do more than summarize--they write
to forge connections between science and the education sector. This
important volume is essential reading for students, researchers,
practitioners, and policymakers."--Kathleen McCartney, PhD, Dean,
and Gerald S. Lesser Professor in Early Childhood Development,
Harvard Graduate School of Education
"This handbook accomplishes two impressive feats. It brings
together in one place a rich array of chapters that reflect the
contemporary realities and knowledge base in early childhood
education--and the writing is consistently clear and crisp. The
volume promises to become a definitive reference and required
reading for researchers, policymakers, program administrators, and
students in early childhood education."--Deborah Lowe Vandell, PhD,
Professor and Chair of Education, University of California,
Irvine
"This handbook signals a new era--one in which early education is
the foundation of a transformed public education system in the
United States. Chapters on policy set the stage for the focus on
learning and instruction, bolstered by chapters on development and
on serving diverse learners. This volume will become an essential
part of the preparation of educators, researchers, and policymakers
striving to create a 21st-century education system that promises
equality of opportunity for all children."--Ruby Takanishi, PhD,
President and CEO, Foundation for Child Development, New York -
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