Description : This 2000 book provides a comprehensive overview of this complex field by an outstanding group of contributing authors.
Description : This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. · Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.
Description : The 21 papers in this collection address changes and reforms in the preparation of teachers and other personnel concerned with early intervention with children having or at risk for disabilities. The papers are: (1) "Ecological Perspectives on Personnel Preparation: Rationale, Framework, and Guidelines for Change" (Pamela J. Winton, Jeanette A. McCollum); (2) "State Perspectives on Meeting Personnel Challenges: Closing the Gap Between Vision and Reality" (Tweety Yates, Ann Higgins Hains); (3) "Community-Based Approaches to Personnel Preparation" (Patricia W. Wesley, Virginia Buysse); (4) "Creating New Visions in Institutions of Higher Education: Interdisciplinary Approaches to Personnel Preparation in Early Intervention" (Jennifer L. Kilgo, Mary Beth Bruder); (5) "Designing Effective Personnel Preparation for Early Intervention: Theoretical Frameworks" (Jeannette McCollum, Camille Catlett); (6) "Needs Assessment and Evaluation in Early Intervention Personnel Preparation: Opportunities and Challenges" (Patricia Snyder, Barbara L. Wolfe); (7) "Follow-up Strategies: Ensuring that Instruction Makes a Difference" (Barbara Wolfe, Patricia Snyder); (8) "Supervision, Mentoring, and Coaching: Methods for Supporting Personnel Development" (Kathleen K. Gallacher); (9) "From Monologues to Skilled Dialogues: Teaching the Process of Crafting Culturally Competent Early Childhood Environments" (Isaura Barrera, Lucinda Kramer); (10) "Guiding Practitioners toward Valuing and Implementing Family-Centered Practices" (Susan L. McBride, Mary Jane Brotherson); (11) "Service Coordination in Early Intervention: Competencies, Curriculum, Challenges, and Strategies" (Peggy Rosin, Elizabeth Hecht); (12) "Preparing Practitioners for Getting the Most Out of Child Assessment" (Elizabeth R. Crais); (13) "Preparing Practitioners for Planning Intervention for Natural Environments" (Juliann Woods and others); (14) "Building Effective Early Intervention Teamwork" (Corinne Welt Garland, Adrienne Frank); (15) "Preparing Practitioners To Provide Early Intervention Services in Inclusive Settings" (Susan Kontos, Karen Diamond); (16) "Early Intervention Public Policy Analysis: Issues and Strategies in Personnel Preparation" (Barbara Hanft, Patricia Place); (17) "Parent-Professional Partnerships in Preservice and Inservice Education" (Angela Capone and others); (18) "Designing and Implementing Innovative, Interdisciplinary Practice" (Sharon E. Rosenkoetter, Vicki D. Stayton); (19) "Distance Education in Early Intervention Personnel Preparation" (Mary-alayne Hughes, Sue Forest); (20) "A Team-Based Model To Improve Early Intervention Programs: Linking Preservice and Inservice" (David Sexton and others); and (21) "Putting It All Together: The Nuts and Bolts of Personnel Preparation" (Camille Catlett, Pamela J. Winton). (Individual chapters contain references.) (DB)
Description : Elizabeth Votruba-Drzal is an Associate Professor at the University of Pittsburgh in the Department of Psychology. Her research focuses on how families, communities, early care and education setting, and schools shape child development during early and middle childhood.
Description : 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.
Description : Handbook of Early Childhood Development Research and Its Impact on Global Policy calls for placing early childhood development at the top of the global policy agenda, enabling children to achieve their full developmental potential and to contribute to equitable economic and social progress worldwide.
Description : The Blackwell Handbook of Early Childhood Development presents a comprehensive summary of research into child development from age two to seven. Comprises 30 contributions from both established scholars and emerging leaders in the field The editors have a distinguished reputation in early childhood development Covers biological development, cognitive development, language development, and social, emotional and regulatory development Considers the applications of psychology to the care and education of young children, treating issues such as poverty, media, and the transition to school A valuable resource for students, scholars and practitioners dealing with young children
Description : Current research increasingly highlights the role of early literacy in young children's development--and informs 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 early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more.
Description : The field of early literacy has seen significant recent advances in theory, research, and practice. These volumes bring together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first 6 years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and up-to-date research on their effectiveness is presented.