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Research & Resources
| School Readiness (Resources) |
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Synopsis: Cost to Print
Examines the construct of emotionality, developmental relations between cognition and emotion and neural plasticity and frontal cortical functioning. Proposes a developmental neurological model of self-regulation, skills development, noting implications for children’s school readiness. Suggests direct links among emotionality, use-dependent synaptic stabilization related to the prefrontal cortex, development of executive function abilities, and academic and social competence.
Source: Blair, Clancy (2002). School Readiness: Integrating Cognition and Emotion in a Neurological Conceptualization of Children’s Functioning at School Entry. American Psychologist, v57 n2 p111-27 Feb 2002.<http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ646501&ERICExtSearch_SearchType_0=no&accno=EJ646501>.
Synopsis: Free to download
This Social Policy Report considers the importance of young children’s emotional development for their school readiness, suggesting that social scientists can provide policy makers with concrete ways to conceptualize, measure and target young children’s emotional adjustment in early educational and child care settings. This Report then reviews a recent and persuasive body of rigorous research, to determine whether children’s emotional adjustment can be significantly affected by interventions implemented in the preschool and early school years. Results of this review suggest that family early educational and clinical interventions offer policy makers a wide array of choices in ways that they can make sound investments in young children’s emotional development and school readiness.
Source: C. Cybele Raver (2002). Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness. <http://ideas.repec.org/p/har/wpaper/0206.html>.
Synthesis of Research on School Readiness and Kindergarten Retention
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Summarizes school readiness and retention research issues, including youngest first graders performance, entrance age policies, voluntary decisions to wait an extra year, assessment of children’s readiness, and the negative effects of kindergarten and first grade retention. Concludes that age disadvantages are seldom serious and usually disappear by the third grade.
Source: Shepard, Lorrie A, Smith, Mary Lee (1986). Synthesis of Research on School no&accno=EJ342574?nfpb=true&_&ERICExtSearch_SearchValue_0=EJ342574&ERICExt Search_SearchType_0=no&accno=EJ342574>
Synopsis: Free to print
This short article is arranged in three parts. The opening section examines three concepts of readiness. The next section examines national survey data on parent and teacher ideas about what constitutes readiness for individual children. The data also provide a rough indication of how close the nation was to achieving the readiness goal in the early 1990’s.
Inequality in Preschool Education and School Readiness
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Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, we analyze the effect of participation in child care and early education on children’s school readiness as measured by early reading and math skills in kindergarten and first grade. Source: Magnuson, Katherine (2004). Inequality in Preschool Education and School Readiness. American Educational Research Journal, Vol. 41, No. 1, 115-157.
Does Prekindergarten Improve School Preparation and Performance?
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Source: Magnuson, Katherine, Ruhm, Christopher, Waldfogel (2006). Does prekindergarten improve school preparation and performance? Economics of Education Volume 26, Issue <http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VB9-4KCRSM8-1&_user=
The Sustainability Formula: How Nonprofit Organization Can Thrive in the Emerging Economy
Synopsis: Free to print
Building a Sustainable Future: Analysis of the Fiscal Resources Supporting Children from Birth through Age 8 in Michigan
Silloway, Torey, Soumya Bhat, and Lori Connors-Tadros. Building a Sustainable Future: Analysis of the Fiscal Resources Supporting Children from Birth through Age 8 in Michigan. The Finance Project and W.K. Kellogg Foundation. May 2010. http://www.financeproject.org/publications/KelloggExSummary.pdf
Synopsis: Cost to print
Keller, Eric. Cutting Costs, Keeping Quality: Financing Strategies for Youth-Serving Organizations in a Difficult Economy. The Finance Project. March 2010. http://www.financeproject.org/publications/CuttingCostKeepingQuality.pdf
HEALTH
Effects of Intervention on Booster Seat Purchase
Synopsis: Free to print
Source: Stevens, Suzanne Lynn (2000). Effects of Intervention on Booster Seat Purchase: A field study. <http://scholar.lib.vt.edu/theses/available/etd-05262000-15570025/unrestricted/stevens_etd.pdf>.
Synopsis: Cost to Print
To investigate whether a visit to a general practitioner one week after discharge results in less depression, increased breastfeeding rates, improved patient wellbeing, fewer physical problems and greater satisfaction with general practice care than the traditional six week postnatal check-up.
Source: Gunn, Jane (1998). Does an early postnatal check-up improve maternal health: results from a randomized trial in Australian general practice. BJOG: An International Journal of Obstetrics & Gynaecology. <http://www3.interscience.wiley.com/journal/119138087/abstract>.
Randomized Trial of a Statewide Home Visiting Program: Impact in Preventing Child Abuse and Neglect
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To assess the impact of home visiting in preventing child abuse and neglect in the first 3 years of life in families identified as at-risk of child abuse through population-based screening at the child’s birth.
<http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7N-4CHRCR5-3&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=
Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents
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They asked the question, "How can health professionals and other caregivers become more effective in disease prevention and health promotion for children?" The Bright Futures guidelines arise from the belief that effective health supervision requires a partnership between health professionals and families.
Source: Green, Morris, Ed. (1994). Bright Futures: Guidelines for Health Supervision of Infants, Children, and adolescents. ERIC Education Resources Information Center. <http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp
SCHOOL READINESS ADVOCACY
Early Childhood at Risk: Actions and Advocacy for Young Children
Synopsis: Cost to print
This monograph examines the phenomenon of young children who lack the socialization and academic preparation needed to meet the demands of schooling and take advantage of educational programs. Such children have inadequately nurtured bodies and incompletely or inappropriately stimulated minds. The changing nature of childhood is portrayed in subsections on poverty and young children, detachment from empowering adults, and pressures to flee childhood prematurely. Four prerequisites for academic success that involve nutrition and health, social and familial relationships, interaction with environments and adults, and a sense of individuality and self-worth are discussed.
Source: Dimidjian, Victoria Jean (1989). Early Childhood at Risk: Actions and Advocacy for Young Children. National Education Association, Washington, DC.
Teachers as Child Advocates: A Continuum of Involvement
Synopsis: Cost to print
Source: Lindamood, Judy B. (1995). Teachers as child advocates: A continuum of involvement. Early Childhood Education Journal. Vol. 22, Number 4/June. <http://www.springerlink.com/content/911r6j35622783n2/>.
Advocacy Is Everybody’s Business
Synopsis: Cost to print Maintains that child care workers should be committed to personal, professional, and informational advocacy in working to gain public support for quality child care and early childhood education programs.
Source: Caldwell, Bettye (1987). Advocacy Is Everybody’s Business. Child Care Information, n54 p29-32 Mar 1987.
Speaking Out: Early Childhood Advocacy
Synopsis: Cost to print
This book, which is addressed to early childhood educators, offers a call to action that focuses on the whys and hows of advocacy, and provides strategies for selecting issues, building support, and joining with other advocates.
Source: Goffin, Stacie G & Lombardi, Joan (1988). Speaking Out: Early Childhood Advocacy. Education Resources Information Center.
Speaking Up-Speaking Out: What does it take to prepare early childhood professionals to advocate for children and Families? Dissertation prepared for the degree of Doctor of Education, University of North Texas
Synopsis: Free to print
This study surveyed selected early childhood teacher educators who currently prepare undergraduate preservice professionals in two-and four-year institutions throughout the United States to identify and evaluate the existing advocacy training practices in preservice education.
Source: Brunson, Mary Nelle (2002). Speaking Up-Speaking Out: What does it take to prepare early childhood professionals to advocate for children and Families? Dissertation prepared for the degree of Doctor of Education, University of North Texas. <http://www.library.unt.edu/theses/open/20023/brunson_mary_nelle/dissertation.pdf>.
A Snapshot of Parent Advocacy: Influencing Policy at All Levels
Synopsis: Free to print
A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children
Center on the Developing Child (Harvard University), National Forum on Early Childhood Program Evaluation, and National Scientific Council on the Developing Child. A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children. http://developingchild.harvard.edu/files/7612/5020/4152/Policy_Framework.pdf
Blending and Braiding Funds to Support Early Care and Education Initiatives
W.K. Kellogg Foundation. Linking Ready Kids to Ready Schools: Building Policy on State and Community Successess. Forum Overview co-sponsored by the Education Commission of the States, Voices for America’s Children, the Children’s Leadership Council and Learning First Alliance. March 30-31, 2009. http://www.wkkf.org/knowledge-center/resources/2009/05/Linking-Ready-Kids-To-Ready-Schools-Building-Policy-On-State-And-Community-Successes.aspx
American Educational Research Association. Early Childhood Education: Investing in Quality Makes Sense. Research Points: Fall 2005. Volume 3, Issue 2. 2005. http://www.aera.net/uploadedFiles/Journals_and_Publications/Research_Points/RPFall05.pdf
Organizational Factors Influencing Advocacy for Children
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De Vita, Carol J., Maria Montilla, Betsy Reid and Omolara Fatiregun.Organizational Factors Influencing Advocacy for Children. Center on Nonprofits and Philanthropy with The Urban Institute. January 2004.
Preschool Adequacy and Efficiency in California: Issues, Policy Options, and Recommendations
Karoly, Lynn A. Preschool Adequacy and Efficiency in California: Issues, Policy Options, and Recommendations. RAND Labor and Population. 2009. http://rand.org/pubs/monographs/2009/RAND_MG889.pdf PARENT ENGAGEMENT
Parent Involvement in Early Intervention for Disadvantaged Children Does It Matter?
Synopsis: Cost to print
This study investigated the association between parent involvement in early intervention and children's later school competence.
Source: Miedel, Wendy T. & Reynalds, Arthur J (1999). Parent Involvement in Early Intervention for Disadvantaged Children Does It Matter? Journal of School Psychology Vol. 37, Issue 4.
Parental Involement in the Develoment of Children’s Reading Skill: A Five Year Longitudinal Study
Synopsis: Free to print
Source: Senechal, Monique & LeFevre, Jo-Anne (2003). Parental Involement in the Develoment of Children’s Reading Skill: A Five Year Longitudinal Study. Child Development Vol. 73 Issue 2. <http://www3.interscience.wiley.com/journal/118938913/abstract>.
A Typology of Parental Involvement in Education Centering on Children and Young People: Negotiating familialisation, institutionalization and individualization
Synopsis: Cost to print
Source: Edwards, R & Aldred P. (2000). A Typology of Parental Involvement in Education Centering on Children and Young People: Negotiating familialisation, institutionalization and individualization. British Journal of Sociology of Education, Vol 21, Number 3, 1.
The Evidence Continues to Grow: Parent Involvement improves student achievement
Synopsis: Cost to print
This annotated bibliography cites 49 studies of effects of parent involvement on children's academic achievement and the performance of schools. The research tends to treat three broad approaches to parent involvement, namely those that attempt to: (1) improve the parent-child relationship in the context of the family; (2) integrate parents into school programs; and (3) build a strong relationship between school, family, and the larger community. In regard to the first approach, it is noted that the bulk of the research finds that a positive learning environment at home has a powerful impact on student achievement. The second approach is illustrated by Rhoda Becher's extensive review of parent education literature, which finds numerous studies documenting effects of school-based programs that train low-income parents to work with their children. Effects include significantly improved language skills, test performance, and school behavior, as well as important effects on the general educational process. The third approach is illustrated by studies of community involvement which suggest that the degree of parent and community interest in high quality education is the critical factor in the impact of the school environment on the achievement and educational aspirations of students. Directions for future research are indicated. Source: Henderson, Anne T, (1987). The Evidence Continues to Grow: Parent Involvement improves student achievement. An Annotated Bibliography. ERIC Education Resources Information Center.
School/Family/Community Partnerships: Caring for the Children We Share
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Highlights the importance of designing integrated, coordinated social contexts to foster children's development. Summarizes effective program characteristics and guidelines for building lasting partnerships. Six types of involvement (parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community) involve different partnership practices. Schools can follow a five-step implementation process. Source: Epstein, Joyce (1995). School/Family/Community Partnerships: Caring for the Children We Share. ERIC Education Resources Information Center.
Synopsis: Free to print
The purpose of this study was to identify factors that lead to successful educational partnerships between school staff and families. The method for this investigation focused on asking parents how and why they were involved in their children’s education and what factors influenced their participation. The study was conducted at the Patrick O’Hearn Elementary School, in Boston, MA, where, according to yearly survey data collected by the school, at least 90% of the parents participated in one or more of the home- or school-based family engagement activities, despite the school’s urban, low socioeconomic setting. By gathering parents’ own descriptions of their participation in their children’s education, this research study sought to develop a deeper understanding of the parents’ perceptions of involvement and explored whether their descriptions would match existing typologies or fall outside existing definitions. Another goal of the research was to investigate factors that influenced parents’ involvement in their children’s education. The findings from this study strongly support prior research showing that the majority of parents want their children to do well in school and have a desire to help their children succeed. The findings also indicate that O’Hearn parents understood clearly that their involvement helped their children’s educational development. Source: Mapp, Karen (2003). Having Their Say: Parents Describe How and Why They are Involved in Their Children’s Education. School Community Journal. <http://www.adi.org/journal/ss03/Mapp%2035-64.pdf>.
A Conversation with Jeanne Brooks-Gunn: Harvard Family Research Project
Synopsis: Free to print
The article discusses Wisconsin’s collaborative efforts to measure common outcomes across various home-visitation program curricula and model types. The collaborative efforts proved to be successful. For more information on this best practice, please click on the link.
Synopsis: Free to print
This publication showcases best practices and programs on parent engagement that are being implemented throughout LA County.
2002 Teacher-Parent Engagement Through Partnership Toolkit
Epstein argues that improving education for all children requires building partnerships and strengthening families. Epstein identifies 6 types of parent involvement: 1) parenting 2) communicating 3) volunteering 4) learning at home 5) decision making 6) collaborating with community. This framework establishes a spectrum of involvement opportunities; this recognizes the fact that parents will participate at various levels. Parent involvement, then, is multi-faceted.
Epstein, Joyce L. Sanders, Mavis G. Simon, Beth S. Clark Salinas, Karen, Rodriguez Jansorn, Natalie, Van Voorhis, Frances L. School, Family and Community Partnerships: Your Handbook for Action. Corwin Press.
Beauty in the eye of the beholder: How and why teachers involve parents
Synopsis: Cost to print
This qualitative study says that elementary school teachers’ attitudes and actions have a major influence on parent involvement. Teachers who value parents and their experiences are more likely to bridge the separation between home and school. Teacher perpetuate the separation between school and home if they consider parents to be distractions, not part of the educational community.
Hoffmann, Elizabeth and Tiffany Conway Perrin. Extending Home Visiting to Kinship Caregivers and Family, Friend, and Neighbor Caregivers. CLASP. December 2009. http://www.clasp.org/admin/site/publications/files/homevisitingkinshipffn.pdf
Astuto, Jennifer and LaRue Allen. Home Visitation and Young Children: An Approach Worth Investing In? Society for Research in Child Development. Social Policy Report Volume XXIII, Number IV. 2009. http://www.srcd.org/index.php?option=com_content&task=view&id=232&Itemid=1
When Everyone is Involved: Parents and Communities in School Reform
What Research Says About Parent Involvement in Children’s Education In Relation to Academic Achievement
Synopsis: Free to print
This short brief summarizes parent involvement research, including Joyce Epstein’s Six Types of Involvement. It also lists the positive outcomes that arise from parents becoming involved in their children’s education.
Michigan Department of Education. What Research Says About Parent Involvement in Children’s Education In Relation to Academic Achievement. March 2002. http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf
Promoting Fathers’ Engagement With Children: Preventive Interventions for Low-Income Families
Synopsis: Free to print
Cowan, Philip A., Carolyn Pape Cowan, Marsha Kline Pruett, Kyle Pruett, and Jessie J. Wong. Promoting Fathers’ Engagement With Children: Preventive Interventions for Low-Income Families. Journal of Marriage and Family 71: 663-679. August 2009. http://www.supportingfatherinvolvement.org/jmf-2009-article.pdf
Getting Parents “Ready” for Kindergarten: The Role of Early Childhood Education
The Transition to Kindergarten: A Review of Current Research and Promising Practices to Involve Families
McBride, Brent A. and Thomas R. Rane. Father/Male Involvement in Early Childhood Programs. ERIC Clearinghouse on Elementary and Early Childhood Education. 1996. http://www.ericdigests.org/1997-2/father.htm
The article makes recommendations on promoting father involvement based on the lessons learned from Head Start programs. Also, includes strategies and activities to support the role of fathers or male supporters in the lives of children.
FRIENDS National Resource Center for CBCAP. Promoting Father Involvement in Early Childhood. January 5, 2006. http://www.friendsnrc.org/download/male_part.pdf
This article describes the tools and resources parents have in order to hold schools accountable based on the Elementary and Secondary Education Act (1965) and the No Child Left Behind Act (2001). Outlines parent and student rights and includes steps to take if rights have been violated.
Advancement Project. Whose Schools? Our Schools! Get Involved! An Action Guide for Parent Participation in Education. Organizational Brochure. 2009. http://www.advancementproject.org/sites/default/files/publications/whose-schools-our-schools.pdf
SOCIAL-EMOTIONAL DEVELOPMENT OF CHILDREN
Synopsis: Free to print
This study examined the influence on children’s social development of variation in the quality of their childcare environments. Source: Phillips, Debra (1987). Child-Care Quality and Children’s Social Development. Annual Progress in Child Psychiatry and Child Development.
Emotional Development in Children with Different Attachment Histories: The First Five Years
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The development of fear, anger, and joy was examined in 112 children using a longitudinal design. Children were observed at 9, 14, 22, and 33 months in standard laboratory episodes designed to elicit fear, anger, or joy. At 14 months, mother–child attachment was assessed in the Strange Situation. The attachment groups (avoidant, secure, resistant, and disorganized/unclassifiable) differed in the trajectories of emotional development, with the Source: Kochanska, Grazyna (2003). Emotional Development in Children with Different Attachment Histories: The First Five Years. Child Development Vol. 72 Issue 2.<http://www3.interscience.wiley.com/journal/118968635/abstract>.
From Neurons to Neighborhoods: The Science of Early Childhood Development
Synopsis: Free to print
Source: Fox, Geri M.D (2002). From Neurons to Neighborhoods: The Science of Early Childhood Development. Journal of the American Academy of Child & Adolescent Psychiatry.
The Development of Emotional Competence: Pathways for helping children to become emotionally intelligent
Synopsis: Cost to print This book is about the measurement of individual differences relative to how much or to what extent an individual exhibits EI Emotional Intelligence aptitude or traits. Theorists focused on the functional effects of emotion on infants and children, and therefore concentrated on the kinds of contexts that facilitated or inhibited adaptive emotional intelligence. Source: Saarni, Carolyn (2007). The Development of Emotional Competence: Pathways for helping children to become emotionally intelligent.
The Development of Infants' Preference for Motherese
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Generally, infants prefer infant-directed (ID) to adult-directed (AD) speech. Mostly, researchers have used unfamiliar female voices in these studies. We investigated preferences for maternal ID speech in 1- and 4-month-olds. Using a procedure in which infants controlled access to voices by fixating a visual display, infants listened to recordings of natural female ID and AD speech. In Experiment 1, 1-month-olds heard recordings of maternal ID and AD speech, but these infants showed no preference for maternal ID speech. In Experiment 2, 1-month-olds heard the same ID and AD speech tapes but were not familiar with the speakers. Contrary to Experiment 1, these infants preferred ID speech. In Experiment 3, 4-month-olds heard recordings of maternal ID and AD speech and showed a significant preference for ID speech. Collectively, these results suggest that infant attention to ID speech depends on both speaker-general and speaker-specific characteristics, with interesting developmental changes occuring during early infancy. Source: Cooper, Panneton Robin; Abraham, Jane; Berman, Sheryl; Staska, Margaret (2002). The development of infants preference for motherese. Infant Behavior and Development Vol. 20, Issue 4.
EARLY LITERACY DEVELOPMENT
Handbook of Early Literacy Research
Synopsis: Cost to print
Important discoveries in research increasingly highlight the role of early literacy in young children's development--and facilitate the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts. Source: Neuman, Susan B, Dickinson, David K. (2003). Handbook of Early Literacy Research Vol. 1. Guiford Press.
Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study
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Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early grade school, both of which were the only unique predictors of decoding. Source: Lonigan, Christopher J, Burgess, Stephen R, Anthony, Jason L (2000). Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study. Development Psychology, V.36 n5 p596-613.
Synopsis: Cost to print
The other view, the comprehensive language approach (CLA), is that a variety of oral-language skills are critical in emergent literacy and continue to play vital roles in subsequent reading achievement. Source: Dickinson, David K., McCabe, Allyssa, Anastopoulos, Louisa (2003). The Comprehensive Language Approach to Early Literacy: The Interrelationship Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children. Journal of Educational Psychology. <http://gatewaytoquality.sfsu.edu/pdf/research/language_approach.pdf>.
Emergent Literacy: Development from Prereaders to Readers
Synopsis: Cost to print
Based on the diverse body of research evidence, it now seems clear that learning to read is affected by the foundation skills of phonological processing, print awareness, and oral language. Children with more of these skills profit more from reading instructions, learn to read sooner, and read better than do children with less of these skills. Souce: Whitehurst, Grover J., Lonigan, Christopher (2001). Emergent Literacy: Development from Prereaders to Readers. Handbook of Early Literacy Research.
Development of Phonological Sensitivity in 2-to -5 Year old Children
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Phonological sensitivity was examined in 238 children ages two to five years from middle-to-upper-income families and 118 children from lower-income families across different levels of linguistic complexity. Overall, results indicated an increase in phonological sensitivity with age, as well as increasing stability and significant social class differences. Source: Lonigan, Christopher J., Burgess, Stephen R. Anthony, Jason L, Barker, Theordore A. (1998). Development of Phonological Sensitivity in 2-to -5 Year old Children. Journal of Educational Psychology.
QUALITY LEARNING ENVIRONMENT
Synopsis: Cost to print
This study draws from the National Center for Early Development and Learning's Multi-State Pre-Kindergarten Study to examine the extent to which program, classroom, and teacher attributes of the program ecology predict observed quality and teacher-child interactions in a sample of 238 classrooms representing 6 states' pre-kindergarten programs. Quality was assessed observationally at the global level and for specific teaching practices. Source: Pianta, Robert, Howes, Carrollee, Burchinal, Margaret, Bryant, Donna, Clifford, Richard, Early, Diane, Barbarin, Oscar (2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, Vol 9, Issue 3.<http://www.informaworld.com/smpp/content~content=a783720545~db=all>.
Effective Preschool Curricula and Teaching Strategies
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This issue brief explores lessons from research and practice about the role of intentional curriculum and professional development and supports for teachers in closing the achievement gap in early literacy and math for low-income preschool-age children. Source: Klein, Lisa & Knitzer, Jane (2006). Effective Preschool Curricula and Teaching Strategies. National Center for Children in Poverty.<http://nccp.org/publications/pdf/text_668.pdf>.
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms
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The present article examined 2 questions about the relation between kindergarten classroom processes (setting and quality) and children's engagement in activities, compliance with teachers' requests, and interactions with peers. Source: Kaufman-Rimm, Sara E., La Paro, Karen M., Downer, Jason T., Pianta, Robert C. (2005). The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms. The Elementary School Journal Vol. 105, Number 4.<http://www.journals.uchicago.edu/doi/abs/10.1086/429948>.
Measurement of Quality in preschool child care classrooms: An exploratory and comformatory factor analysis of the early childhood environment rating scale-revised
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The purpose of the current study was to examine the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R) with a large sample (1313 classrooms). Source: Cassidy, Deborah J., Hestenes, Linda L., Hegde, Archana., Hestenes, Stephen & Mims, Sharon (2005). Measurement of Quality in preschool child care classrooms: An exploratory and comformatory factor analysis of the early childhood environment rating scale-revised. Early Childhood Research Quarterly Vol. 20, Issue 3.
Are Preschool Program Standards Enough to Ensure Quality?
Iowa School Boards Foundation. Are Preschool Program Standards Enough to Ensure Quality? Vol. 2, No. 4. July 2008. http://www.ia-sb.org/assets/553a008406614d58927f52fa95d9a5cb.pdf
EVALUATION OF SCHOOL READINESS PROGRAMS
Synopsis: Free to print
Since the mid-1990s, three states, including Oklahoma, have established a universal pre-kindergarten (pre-K) program. We analyze the effects of Oklahoma's universal pre-kindergarten (pre-K) program for four-year-olds on children in Tulsa Public Schools (TPS). Source: Gormley, William T., Gayer, Ted (2005). Promoting School Readiness in Oklahoma. JHR Journal of Human Resources. <http://jhr.uwpress.org/cgi/content/abstract/XL/3/533>.
The Effects of State Prekindergarten Programs on Young Children’s School Readiness in Five States
Synopsis: Free to print
This study estimated the effects of five state- funded preschool programs on entering kindergartners academic skills using a rigorous research design. Barnett, W. Steven, Lamy, Cynthia, Jung, Kwanghee (2005). The Effects of State Prekindergarten Programs on Young Children’s School Readiness in Five States. The National Institute for early Education a Research, Rutgers University.<http://www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/NIEER_Effects_of_Pre-K_in_5_states.12.06.pdf>.
Evaluating Evaluations: The Case of Parent Involvement Programs
This article analyzes 41 studies that evaluated K–12 parent involvement programs in order to assess claims that such programs are an effective means of improving student learning. It examines the characteristics of the parent involvement programs, as well as the research design, data, and analytical techniques used in program evaluation.
Source: Mattingly, Doreen; Prislin, Radmila; McKenzie, Thomas L.; Rodriguez, James L; and Kayzar, Brenda (2002). Evaluating Evaluations: The Case of Parent Involement Programs. Review of educational Research, Vol 72, No 4. <http://rer.sagepub.com/cgi/content/abstract/72/4/549>.
PARENT ADVOCACY
Synopsis: Free to print
Decades of research have clearly demonstrated that high-quality early care/education can promote positive developmental outcomes, both while children are in childcare and later as they enter school. Source: Brown, Elizabeth G & Scott-Little, Catherine (2003). Evaluations of School Readiness Initiatives: What are we learning? Expanded Learning Opportunities National Leadership
Toward a Model of Latino Parent Advocacy for Educational Change
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Parent involvement in children's education has increasingly become a focus of research, policy, and practice that offers evidence of diverse benefits for families. A theoretical framework for understanding involvement of Latino parents was developed based on interviews with 14 Spanish-speaking parents from low-income backgrounds. Parent strategies for addressing school-related concerns emerged as a critical component of that theoretical framework. Discussion of individual and collective strategies and their contexts leads to suggestions for promoting effective engagement of parents from low income, immigrant, and limited English proficiency groups. Source: Levine, Eliot B. & Trickett, Edison J. (2000). Toward a Model of Latino Parent Advocacy for Educational Change. Journal of Prevention & Intervention in the Community Vol. 20, Issue 1. <http://www.haworthpress.com/store/ArticleAbstract.asp?sid=6FQQDHTMDB7W9JNK1AL0WEAQ7DAPCRUE&ID=41019>.
School and Family Partnerships
Synopsis: The theoretical perspectives of school and family partnerships discussed in this report are based on the influences of families and schools on children's learning and development. A review of research deals with three topics: (1) the importance of family environments and involvement; (2) the influence of school environments on family involvement; and (3) the effect of school-family partnerships on students, parents, and teachers. It is emphasized that effective practices of partnership are developmental and responsive to the common and different needs of families. Discussion of types of involvement that help families and schools fulfill their responsibilities for children's learning and development focuses on basic obligations of families and schools; parent involvement in schools and in home learning activities; and parent and community involvement in decision making, governance, and advocacy. Also examined is involvement that adds the community as a sphere of influence. Included in the discussion are implications for future research, practice, and evaluation that relate to teacher and administrator education and training, policy development, and new ways of thinking about shared responsibilities for children. Appended are 115 references. Source: Epstein, Joyce L. (1992). School and Family Partnerships. Report No. 6. ERIC Education Resources Information Center.
From Emotions to Advocacy
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In "Getting Started," you will learn: Basic advocacy skills, Supplies you need to get started, How to develop a master plan for your child’s education Source: Wright, Peter W. & Wright, Pamela Darr. (2007). From Emotions to Advocacy. <http://www.wrightslaw.com/store/feta.html>.
Who Should Fight?
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In the attempt to help parents become better educational advocates for their children with disabilities, an "advocacy expectation" has been created. This expectation runs counter to the philosophy of normalization. The advocacy expectation and its effects are critically discussed. To counter the expectation and its effects, changes in professional roles, funding priorities, and program development are recommended Source: Mlawer, Mark A. (1993). Who Should Fight? Journal of Disability Policy Studies, Vol 4, No. 1. <http://dps.sagepub.com/cgi/content/abstract/4/1/105>.
SCHOOL COLLABORATION
Barriers to Home-School Collaboration
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Reports on a study of parents’ and schools concerns about barriers to collaboration between parents and teachers. Work was the major reason given by employed parents for nonparticipation. Teachers attitudes varied with job satisfaction and length of teaching experience. Source: Leitch, M. Laurie & Tangri, Sandra S. (1988). Barriers to Home-School Collaboration. Educational Horizons, Vol 66 No2.
Why do parents become involved? Research findings and implications
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A decade ago, Hoover-Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues' article about scale development on the model in this issue), we review recent work on constructs central to the model's initial question: Why do parents become involved in children's education? Based on this review, we offer suggestions for (1) research that may deepen understanding of parents' motivations for involvement and (2) school and family practices that may strengthen the incidence and effectiveness of parental involvement across varied school communities. Source: Hoover-Dempsey, Kathlene V. (2005) Why do parents become involved? Research findings and implications. The Elementary School Journal Volume 106, No. 2.
Research on Learning to Read—at school, at home, and in the community
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This article reviews research conducted at the Center for the Improvement of Early Reading Achievement that investigated the effects of home, community, school, and teacher factors on students’ reading achievement. Source: Taylor, Barbara M. & Pearson, P. David (2004). Research on Learning to Read—at school, at home, and in the community. The Elementary School Journal. Vol 5, No. 2. <http://www.journals.uchicago.edu/doi/abs/10.1086/428863?prevSearch=%28school+collaboration%29+AND+%5Bjournal%3A+esj%5D>.
Testing a Structural Equation Model of Partnership Program Implementation and Parent Involvement
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Structural equation modeling was used to test a model of the relations between the implementation and results of programs of school, family, and community partnerships in schools. Source: Sheldon, Steven B. (2005). Testing a Structural Equation Model of Partnership Program Implementation and Parent Involvement. The Elementary School Journal Vol. 106, Number 2. <http://www.journals.uchicago.edu/doi/abs/10.1086/499197?prevSearch=%28school+collaboration%29+AND+%5Bjournal%3A+esj%5D>.
The Development of Literacy in Preschool and Primary Grades: Work by the Center for the Improvement of Early Reading Achievement
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This article reviews our work in early language development and literacy assessment and the development of word-recognition abilities, in the environments of preschools, primary-grade classes, and home-school connections, with the intention of understanding how these environments can more effectively provide the support needed for all children to attain success as readers and writers. Source: Stahl, Steven A.. & Yaden, David B. (2004). The Development of Literacy in Preschool and Primary Grades: Work by the Center for the Improvement of Early Reading Achievement. The Elementary School Journal Vol. 105, No. 2. <http://www.journals.uchicago.edu/doi/abs/10.1086/428862?prevSearch=%28school+collaboration%29+AND+%5Bjournal%3A+esj%5D>.
EARLY BRAIN DEVELOPMENT
Functional Brain Development in Infants: Elements of an interactive specialization framework
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One future direction for cognitive development research involves a closer integration with our knowledge about the developing brain. I present a framework for analyzing and interpreting postnatal functional brain development in human infants. Three specific hypotheses contribute to this framework, within which a variety of phenomena associated with the neural basis of perception and cognition in normal and abnormal development can be characterized. Source: Mark Johnson H. (2003). Functional Brain Development in Infants: Elements of an interactive specialization framework. Child Development Vol. 71, issue 1.<http://www3.interscience.wiley.com/journal/119002901/abstract?CRETRY=1&SRETRY=0>.
The role of early experience in shaping behavioral and brain development and its implications for social policy
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This article provides a targeted review of the scientific literature on the effects of experience on early brain and behavioral development and later outcome as it pertains to risk for some forms of child psychopathology. It is argued that ample evidence exists indicating that the prenatal and early postnatal years likely represent a sensitive period with respect to the effects of stress on the developing nervous system and behavioral outcome, and with Source: Dawson, Geraldine; Ashman, Sharon B.; Carver, Leslie J. (2002). The role of early experience in shaping behavioral and brain development and its implications for social policy. Development and Psychopathology Cambridge Journals.
Imaging the development brain: what have we learned about cognitive development?
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The human brain undergoes significant changes in both its structural architecture and functional organization across the life span. Advances in neuroimaging techniques over the past decade have allowed us to track these changes safely in the human in vivo. We review the imaging literature on the neurobiology of cognitive development, focusing specifically on cognitive task-dependent changes observed in brain physiology and anatomy across childhood and adolescence. The findings suggest that cortical function becomes fine-tuned with development. Brain regions associated with more basic functions such as sensory and motor processes mature first, followed by association areas involved in top-down control of behavior. Source: Casey, B.J; Tottenham, Nim; Liston, Conor (2005). Imaging the development brain: what have we learned about cognitive development? Trends in Cognitive Sciences Vol. 9, Issue 3. Developmental cognitive neuroscience.
Early Reading Development in Children at Family Risk for Dyslexia
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In a 3-year longitudinal study, middle- to upper-middle-class preschool children at high family risk (HR group, N= 67) and low family risk (LR group, N= 57) for dyslexia (or reading disability, RD), were evaluated yearly from before kindergarten to the end of second grade. Both phonological processing and literacy skills were tested at each of four time points. Consistent with the well-known familiarity of RD, 34% of the HR group compared with 6% of the LR group became RD. Participants who became RD showed deficits in both implicit and explicit phonological processing skills at all four time points, clearly indicating a broader phonological deficit than is often found at older ages. The predictors of literacy skill did not vary by risk group. Both risk groups underwent a similar developmental shift from letter-name knowledge to phoneme awareness as the main predictor of later literacy skill. This shift, however, occurred 2 years later in the HR group. Familial risk was continuous rather than discrete because HR children who did not become RD performed worse than LR non-RD children on some phonological and literacy measures. Finally, later RD could be predicted with moderate accuracy at age 5 years, with the strongest predictor being letter-name knowledge. Source: Pennington, Bruce F. Lefly, Dianne L. (2003). Early Reading Development in Children at Family Risk for Dyslexia. Child Development Volume 72, Issue 3.<http://www3.interscience.wiley.com/journal/118968662/abstract>.
Critical periods of brain growth and cognitive function in children
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There is evidence that IQ tends to be higher in those who were heavier at birth or who grew taller in childhood and adolescence. Although these findings imply that growth in both foetal and postnatal life influences cognitive performance, little is known about the relative importance of brain growth during different periods of development. We investigated the relationship between brain growth in different periods of pre- and postnatal life and cognitive function in 221 9-year-old children whose mothers had taken part in a study of nutrition in pregnancy and whose head circumference had been measured at 18 weeks gestation, birth and 9 months of age. Cognitive function of the children and their mothers was assessed with the Wechsler Abbreviated Scale of Intelligence. Full-scale IQ at age 9 years rose by 1.98 points [95% confidence interval (CI) 0.34 to 3.62] for each SD increase in head circumference at 9 months and by 2.87 points (95% CI 1.05 to 4.69) for each SD increase in head circumference at 9 years of age, after adjustment for sex, number of older siblings, maternal IQ, age, education, social class, duration of breastfeeding and history of low mood in the post-partum period. Postnatal head growth was significantly greater in children whose mothers were educated to degree level or of higher socio-economic status. There was no relation between IQ and measurements of head size at 18 weeks gestation or at birth. These results suggest that brain growth during infancy and early childhood is more important than growth during foetal life in determining cognitive function. Source: Gale, Catherine R; O’Callaghan Finbar J.; Godfrey, Keith M.; Law, Catherine M.; Christopher, N. (2004). Critical periods of brain growth and cognitive function in children. Brain. 127(2): 321-329.
Baby and The Brain: Advances in Child Development
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Source: DiPietro, Janet A. (2000). Baby and The Brain: Advances in Child Development. Annual Review of Public Health Vol. 21: 455-471.<http://arjournals.annualreviews.org/doi/abs/10.1146/annurev.publhealth.21.1.455>.
Synopsis: Free to download
This article is about how early experiences affect brain development. Source: Hawley, Theresa & Nolt, Marilyn (2000). Starting Smart: How Early Experiences Affect Brain Development. The Ounce of Prevention Fund.<http://www.zerotothree.org/site/DocServer/startingsmart.pdf?docID=2422>.
CHILD DEVELOPMENT
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This article is about the comprehensive child development program (CCDP) it was a two-generational program that employed case management and home visiting to assure low-income children and their parents of a range of educational, health, and social services. This article describes the CCDP program and reviews the results of the program evaluation. Source: St. Pierre, Robert G & Layzer, Jean I (1999). Using Home Visits for Multiple Purposes: The Comprehensive Child Development Program. The Future of Children Home Visiting: Recent Program Evaluations Vol. 9 No 1 Spring/Summer 1999. <http://www.futureofchildren.org/usr_doc/vol9no1Art7.pdf>.
The High/Scope Perry Preschool Project
Synopsis: Free to Download The High/Scope Perry Preschool Project is a well-established early childhood intervention that has been in operation for almost 40 years. Source: Parks, Greg (2000). The High/Scope Perry Preschool Project. The U.S. Department of Justice. Office of Justice Programs.<http://www.ncjrs.gov/pdffiles1/ojjdp/181725.pdf>.
Research on the Benefits of Preschool Education: Securing High Returns from Preschool for All Children
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This power point offers statistics and information on the value of preschool education. Source: Barnett, Steven (2006). Research on the Benefits of Preschool Education: Securing High Returns from Preschool for All Children. Power point presentation.<http://nieer.org/resources/files/Benefits.pdf>.
Early Childhood Education: Young Adult Outcomes from the Abecedarian Project
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The high-risk infants who initially enrolled in the Abecedarian Project, a longitudinal prospective study of the benefits of early childhood educational intervention within a child care setting, were followed up as young adults (age 21 years). One hundred-eleven infants were in the original sample; 104 took part in the follow up. Treatment was provided in 2 phases: during preschool and in the primary grades. Participants received either both phases, 1, but not both, or neither. Assignment to groups was random. Those in the preschool treatment group earned significantly higher scores on intellectual and academic measures as young adults, attained significantly more years of total education, were more likely to attend a 4-year college, and showed a reduction in teenaged pregnancy compared with preschool controls. Preschool treatment was associated with educationally meaningful effect sizes on reading and math skills that persisted into adulthood. School-age treatment served to maintain preschool benefits for reading, but by itself, the effects were generally weaker than those of the preschool program. Statistically significant differences in the attainment of full economic independence were not found at this stage, but would not be expected among young adults still attending school. The incidence of self-reported violence and lawbreaking was not significantly reduced, although trends in the data favored the treated group. The reported incidence of marijuana use was significantly less among treated individuals. The positive findings with respect to academic skills and increased years of post-secondary education support policies favoring early childhood programs for poor children. Source: Campbell, Frances A.; Ramey, Craig T.; Pungello, Elizabeth; Sparling, Joseph; Miller-Johnson, Shari (2002). Early Childhood Education: Young Adult Outcomes from the Abecedarian Project. Psychology Press.<http://www.informaworld.com/smpp/content~content=a783719694~db=all>.
Temperament, Development, and Personality
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Understanding temperament is central to our understanding of development, and temperament constructs are linked to individual differences in both personality and underlying neural function. In this article, I review findings on the structure of temperament, its relation to the Big Five traits of personality, and its links to development and psychopathology. In addition, I discuss the relation of temperament to conscience, empathy, aggression, and the development of behavior problems, and describe the relation between effortful control and neural networks of executive attention. Finally, I present research on training executive attention. Source: Rothbart, Mary K. (2007) Temperament, Development, and Personality. Curent Directions in Psychology Science. <http://www3.interscience.wiley.com/journal/118000126/abstract?CRETRY=1&SRETRY=0>.
LANGUAGE AND LITERACY
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Decades of research have clearly demonstrated that high-quality early care/education can promote positive developmental outcomes, both while children are in childcare and later as they enter school. Source: Brown, Elizabeth G & Scott-Little, Catherine (2003). Evaluations of School Readiness Initiatives: What are we learning? Expanded Learning Opportunities National Leadership Area.
The Effect of Family Literacy Interventions On Children’s Acquisition of Reading from kindergarten to grade 3
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Parents can help their children learn to read. The effectiveness of parents’ help,however, varies according to the type of parent-child activities.Educators, when deciding which type of intervention to implement, will have to weigh the differences in effectiveness across the different types of intervention against the amount of resources needed to implement the interventions. Source: http://www.nifl.gov/partnershipforreading/publications/pdf/lit_interventions.pdf (National Center for Family Literacy)
Early Literacy Development: Skill Growth and Relations between classroom variables for preschool
Synopsis: cost to print Source: Mcconnell, Scott R. & Cadigan, Karen (2006). Early Literacy Development: Skill Growth and Relations between classroom variables for preschool. Journal of Early Education, Vol. 29, No. 1. <http://jei.sagepub.com/cgi/content/abstract/29/1/1>.
Phonological Awareness: From Research to Practice
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This unique resource provides a comprehensive review of current knowledge about phonological awareness, together with practical guidance for helping preschoolers to adolescents acquire needed skills. Up-to-date findings are synthesized on the develop- ment of phonological awareness; its role in literacy learning; and how it can be enhanced in students at risk for reading difficulties and those with reading disorders or speech or language impairments. Source: Gillon, Gail T. (2007) Phonological Awareness: From Research to Practice. Challenges in Language and Literacy. ERIC Education Resources Information Center.
Promoting Early Literacy for Diverse Learners Using Audio and Video Technology
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Practical applications of multimedia technologies that support early literacy are described and evaluated, including several variations of recorded books and stories, utilizing mainstream audio and video recording appropriate for libraries and schools. Special emphasis is given to the needs of children with disabilities and children who are acquiring a second language. Source: Skouge, James R. & Rao, Kavita & Boisvert, Precille C. (2007). Promoting Early Literacy for Diverse Learners Using Audio and Video Technology. Early Childhood Education Journal.<http://www.springerlink.com/content/y1284r0114626715/>.
Parent Involvement and Early Literacy
Lin, Qiuyun. Parent Involvement and Early Literacy. Harvard Family Research Project. Family Involvement Research Digests. October 2003. http://www.hfrp.org/publications-resources/browse-our-publications/parent-involvement-and-early-literacy
Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers
Neuman, Susan B. and David K. Dickinson. Handbook of Early Literacy Research. The Gilford Press. 2001. http://nieer.org/docs/?DocID=26.
The Essentials of Early Literacy Instruction
Roskos, Kathleen A., James F. Christie, and Donald J. Richgels. The Essentials of Early Literacy Instruction. National Association for the Education of Young Children Journal: 52-60. March 2003. http://tyc.naeyc.org/pdf/Roskos.pdf
Early Literacy: A Lullaby of Sounds and Words
Shedd, Meagan, Anne Soderman, Dawn Koger, Sue Henry, Lavelle Gipson-Tansil, and Beany Tomber. Early Literacy: A Lullaby of Sounds and Words. Families and Communities Together (FACT) Coalition at Michigan State University. 2004. http://www.fcs.msue.msu.edu/cyfliteracy/FACT%20brochure%20web.pdf
Toward a Social-Contextual Approach to Family Literacy
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Roberts Auerbach, Elsa. Toward a Social-Contextual Approach to Family Literacy. Harvard Educational Review. May 1989. http://linksprogram.gmu.edu/tutorcorner/NCLC495Readings/Auerbach-Sociocontemp_familyLit.pdf
DEFINING SCHOOL READINESS
School Readiness: The Need for a Paradigm Shift
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This article presents a reflective and critical review of the school readiness construct, the theoretical perspective that has guided practice in the area to date, and the effectiveness of the educational placement options currently available for children deemed to be “unready.” Source: Carlton, Martha P. & Winsler, Adam (1999). School Readiness: The Need for a Paradigm Shift. School Psychology Review, Vol 28, No. 3. <http://www.aea11.k12.ia.us/ec/Docs/Paradigm%20Shift.pdf>.
Making Meaning of School Readiness in Schools and Communities
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The topic of school readiness dominates national discussion about early education as schools and communities implement recent federal policies. This study involved 20 focus groups with 93 professionals and 25 parents to explore perceptions of readiness. Thematic analysis of transcripts revealed that participants experience several tensions related to their views of readiness: the conflict between personal philosophies of teaching and learning and the expectations set forth by the state; the pressure placed upon children, teachers, and families for children to perform; and the inconsistency of defining kindergarten eligibility by both chronological age and a set of required entry skills. The authors recommend action to: (1) promote strategies that foster school readiness, not just outcomes that define it, (2) increase professional accountability, and (3) promote social and emotional development as a critical foundation of school readiness. Source: Wesley, Patricia W. & Buysse, Virginia (2003). Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly Vol 18, Issue 3
The Future of Children
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This article also briefly considers the unresolved issue of where responsibility for readiness lies—whether it is the child’s responsibility to be ready for school at the appointed time or the school’s responsibility to be ready for the child no matter what his or her background, experience, and developmental status. Source: Lewit, Eugene M. & Baker, Linda Schuurmann (1995). School Readiness. The Future of Children. Critical Issues for Children and Youths. Vol 5, No 2
Readiness for School: A Survey of State Policies and Definitions
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Understanding the condition of children as they enter school can provide clues to help parents and teachers understand children's performance later in their school career. This information can also provide teachers with essential guidance for individualizing the curriculum to help children learn more effectively. Finally, assessment of the condition of children could be an important part of accountability measurement. This study examined what states are doing with regard to defining and assessing the condition of children as they enter school, often referred to as readiness for school. Early childhood state representatives in each of the 50 states were contacted and interviewed regarding their state's policies on children's readiness for kindergarten. Findings indicated that as of January 2000: (1) age was the criterion most often used to determine eligibility for kindergarten; (2) no state had an official statewide definition of school readiness; (3) several states were studying the issue of school readiness; and (4) local school districts were often making decisions about how children should be assessed and how data on children should be used. Source: Saluja, Gitanjali; Scott-little, Catherine; Clifford, Richard M. (2000). Readiness for School: A survey of state policies and definitions. ERIC Education Resources Information Center.
School Readiness
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School readiness includes the readiness of the individual child, the school's readiness for children, and the ability of the family and community to support optimal early child development. It is the responsibility of schools to be ready for all children at all levels of readiness. Children's readiness for kindergarten should become an outcome measure for community-based programs, rather than an exclusion criterion at the beginning of the formal educational experience. Our new knowledge of early brain and child development has revealed that modifiable factors in a child's early experience can greatly affect that child's learning trajectory. Many US children enter kindergarten with limitations in their social, emotional, cognitive, and physical development that might have been significantly diminished or eliminated through early identification of and attention to child and family needs. Pediatricians have a role in promoting school readiness for all children, beginning at birth, through their practices and advocacy. The American Academy of Pediatrics affords pediatricians many opportunities to promote the physical, social-emotional, and educational health of young children, with other advocacy groups. This technical report supports American Academy of Pediatrics policy statements "Quality Early Education and Child Care From Birth to Kindergarten" and "The Inappropriate Use of School ‘Readiness’ Tests." Source: High, Pamela C. (2008). School Readiness. Pediatrics Vol. 121 No 4.<http://pediatrics.aappublications.org/cgi/content/abstract/121/4/e1008>.
BUILDING PARTNERSHIPS
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This collective research demonstrates the importance of interpersonal and communication skills as one of the cornerstones of developing positive partnerships. Source: McBride, Brent A.; Dyer, Wm. Justin, Rane, Thomas R. (2008). Family Partnerships in Early Childhood Programs. Book Promising Practices for Partnering with Families in the Early Years.
Forming, Developing and Sustaining Social Partnerships
Synopsis:
Social partnerships are local networks connecting some combinations of local community groups, education and training providers, industry, and governments for the purpose of working on local issues and community-building activities. They are becoming an increasingly widespread organisational form and are considered to work well in expressing and responding to local needs and building decision-making capacity at the local level. Source: Billet, Stephen; Clemans, Allie; Seddon, Terri (2005). Forming, developing and sustaining social partnerships. A National Vocational Education and Training Research and Evaluation Program Report.<http://www.ncver.edu.au/research/proj/nr4012.pdf>.
Prosper Community-University Partnership Model for Public Education Systems: Capacity-building for Evidence Based, Competance-Building Prevention
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Abstract This paper presents a model to guide capacity-building in state public education systems for delivery of evidence-based family and youth interventions—interventions that are designed to bolster youth competencies, learning, and positive development overall. Central to this effort is a linking capacity agents framework that builds upon longstanding state public education infrastructures, and a partnership model called PROSPER or PROmoting School–community–university Partnerships to Enhance Resilience. The paper presents an overview of the evolving partnership model and summarizes positive results of its implementation over a 12-year period in an ongoing project. Source: Spoth, Richard, Greenburg, Mark, Bierman, Karen & Redmond, Cleve (2004). Prosper Community-University Partnership Model for Public Education Systems: Capacity-building for Evidence Based, Competance-Building Prevention. Prevention Science. Vol, 5 No 1. <http://www.springerlink.com/content/h4563m3000802561/>.
Learning From The Field of Early Intervention About Partering with Families
Synopsis: Cost to download A volume in Family-School-Community Partnership Series Editor Diana B. Hiatt-Michael, Pepperdine University (sponsored by the Family School Community Partnership Issues SIG) This volume focuses on research to practice issues related to partnering with families of children ages birth through 5. It analyzes family involvement practices aimed at improving child and family outcomes across a variety of early childhood settings and programs. Collectively the chapters address five themes related to principles of family-centered partnerships: 1. Recognizing and respecting one another's knowledge and expertise; 2. Sharing information through two-way communication; 3. Sharing power and decision making; 4. Acknowledging and respecting diversity; and 5. Creating networks of support The monograph supports the accomplishment of these goals as a whole by providing important insights about exemplary programs and promising practices, informed by current research. Also it highlights policies and theoretical perspectives relevant to these aims.Individual chapters offer a variety of practical strategies and recommendations that families, preservice early childhood students, early childhood practitioners, teacher educators, policymakers, and researchers can use to enhance their knowledge and strengthen their skills for partnering effectively. Source: Winton, Pamela J.; Brotherson, Mary Jane; Summer, Jean Ann (2008). Learning From The Field of Early Intervention About Partering with Families. Book Promising Practices for Partnering with Families in the Early Years.
Policy Venture Capital
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This article seeks to understand how foundations decide to invest their funds in social programs and, in particular, what role government policy plays in that decision. The article develops the concept of foundations as venture capitalists who invest in particular communities and government programs expecting a return on their investment. It analyzes the risks and rewards of the investment decision, given the vagaries of the public policy decision process. The concept of foundations as policy venture capitalists is applied to child care programs to illustrate these policy investment strategies in a concrete way. The findings show that in seeking to achieve their policy agenda for children and families, only a few foundations have acted as policy venture capitalists to lead and innovate in child care. Most foundations have played an important but targeted investment role of partnering with government, filling in gaps and inconsistencies, and evaluating the implementation of government initiatives. Source: Knott, Jack H. (2007). Policy Venture Capital. Administration & Society, Vol. 39, No. 3. Foundations, Government Partnerships, and Child Care Programs.<http://aas.sagepub.com/cgi/content/abstract/39/3/319>.
Communities Play a Major Role in Determining Children's Verbal Skills
A recently published study examines disparities in the verbal abilities (major life outcome predictors) of children by isolating neighborhood-level effects on development. The researchers from Harvard University, New York University and the University of Chicago began with the premise that a disproportionate number of African American children live in at-risk communities, making comparisons between them and white and Latino children unreliable, i.e., calling into question traditional research strategies. Consequently, the study focused on trajectories of verbal ability among African-American children and found that living in a severely disadvantaged neighborhood reduces later verbal ability on average by four I.Q. points, which is tantamount to missing a full school year. The findings hold true for low- and middle-income children alike, signaling that a chief determining factor in low verbal scores is community quality. In addition, the study suggests that children who moved into at-risk communities saw any progress they made up to that point slip. As Stephanie Banchero reports in the Chicago Tribune, the study notes that children who live in depressed, segregated communities for long periods of time have more exposure to violence and less access to good schools and safe places to play. To combat this, families typically "hunker down" where it is safe, but in so doing, they provide their children with less exposure to formal English. The study is one of the first to tie poor childhood development to the corrosive nature of at-risk communities and not to "poverty," in general.
Home Visiting Can Help Young Children Gain Developmental Ground
The increasing amount of research into early childhood education suggests that this period of life is vital to development, as children up to age five rapidly accumulate fundamental capabilities on which subsequent development is based. This, in turn, makes parents and caregivers the best resource children have for starting off on the right path. According to a policy brief from the National Human Services Assembly, home visiting has emerged as a core strategy for enhancing the skills of caregivers and also linking higher risk families to community resources. Home visiting is an early childhood intervention strategy that aims to support caregivers by bringing services directly to them at home and research has demonstrated that this strategy can improve a focused set of outcomes (development and reductions in the potential for abuse, for example). Another important aspect of home visiting is that the services are often paired with center-based childhood education, which achieves better outcomes than interventions targeted at caregivers or children alone. To ensure higher risk children enter kindergarten at the same level as their more advantaged peers, it is worth looking into home visiting interventions. Source: http://www.nassembly.org/fspc/practice/documents/FSPBrief23FINAL.pdf
Background for Community-Level Work on School Readiness: A Review of Definitions, Assessments, and Investment Strategies
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Halle, Tamara, Jonathan Zaff, Julia Calkins, and Nancy Geyelin Margie.
LEADERSHIP
The Importance of Empathy: How to Strengthen Our Ability to Be Empathic?
Brooks, Robert. The Importance of Empathy: How to Strengthen Our Ability to Be Empathic? Education.com Online Articles. http://www.education.com/reference/article/importance-empathy-how-strengthen/
What Makes a Leader?
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