Handbook of Early Childhood Education

Edited by Robert C. Pianta, W. Steven Barnett, Laura M. Justice, and Susan M. Sheridan

HardcoverPaperbacke-bookprint + e-book
Hardcover
March 16, 2012
ISBN 9781462503377
Price: $115.00 $97.75
634 Pages
Size: 7" x 10"
order
Paperback
August 12, 2015
ISBN 9781462523733
Price: $56.00 $47.60
634 Pages
Size: 7" x 10"
order
e-book
February 23, 2012
PDF ?
Price: $56.00 $47.60
634 Pages
order
print + e-book
Paperback + e-Book (PDF) ?
Price: $112.00 $61.60
634 Pages
order

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.

“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

Table of Contents

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 Lamy

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, 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. Cameron

III. 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 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, 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. Ihlo

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, 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. Winton

27. Making the Case: Why Credentialing and Certification Matter, Sue Bredekamp and Stacie G. Goffin


About the Editors

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.

Contributors

W. Steven Barnett, PhD, National Institute for Early Education Research, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Clive R. Belfield, PhD, Department of Economics, Queens College, City University of New York, Flushing, New York

Elena Bodrova, PhD, National Institute for Early Education Research, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

W. Thomas Boyce, MD, College for Interdisciplinary Studies and Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada

Sue Bredekamp, PhD, early childhood education consultant, Cheverly, Maryland

Mindy Sittner Bridges, PhD, Bureau of Child Research, University of Kansas, Lawrence, Kansas

Virginia Buysse, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Claire E. Cameron, PhD, Center for the Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia

Brandy L. Clarke, PhD, Nebraska Center for Research on Children, Youth, Families, and Schools, University of Nebraska, Lincoln, Nebraska

Douglas H. Clements, PhD, Department of Learning and Instruction, University at Buffalo, State University of New York, Buffalo, New York

Keely D. Cline, PhD, Department of Human Development and Learning, Claudius G. Clemmer College of Education, East Tennessee State University, Johnson City, Tennessee

Carolyn T. Cobb, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Maureen A. Conroy, PhD, Department of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, Florida

Karen E. Diamond, PhD, Department of Child Development and Family Studies, Purdue University, West Lafayette, Indiana

Celene E. Domitrovich, PhD, Prevention Research Center, Pennsylvania State University, University Park, Pennsylvania

Jason T. Downer, PhD, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia

Dale Epstein, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Ellen Frede, PhD, National Institute for Early Education Research, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Allison H. Friedman, MEd, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Eugene E. García, PhD, Office of the Provost, Arizona State University, Phoenix, Arizona

Cristina Gillanders, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Walter S. Gilliam, PhD, Yale Child Study Center, Yale University, New Haven, Connecticut

Stacie G. Goffin, EdD, Goffin Strategy Group, LLC, Washington, DC

Shelley Gray, PhD, Department of Speech and Hearing Science, Arizona State University, Temple, Arizona

Megan R. Gunnar, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

Bridget K. Hamre, PhD, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia

Mary Louise Hemmeter, PhD, Department of Special Education, Vanderbilt University, Nashville, Tennessee

Tiffany P. Hogan, PhD, Nebraska Center for Research on Children, Youth, Families, and Schools, University of Nebraska, Lincoln, Nebraska

Diane M. Horm, PhD, Early Childhood Education Institute, College of Education, University of Oklahoma–Tulsa, Tulsa, Oklahoma

Jason T. Hustedt, PhD, Department of Human Development and Family Studies, University of Delaware, Newark, Delaware

Marilou Hyson, PhD, Department of Applied Developmental Psychology, George Mason University, Fairfax, Virginia

Tanya B. Ihlo, PhD, Nebraska Center for Research on Children, Youth, Families, and Schools, University of Nebraska, Lincoln, Nebraska

Iheoma Iruka, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Faiza Jamil, MEd, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia

Laura M. Justice, PhD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Lisa L. Knoche, PhD, Nebraska Center for Research on Children, Youth, Families, and Schools, University of Nebraska, Lincoln, Nebraska

Cynthia Lamy, EdD, National Institute for Early Education Research, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Jamie Lawler, BA, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

Deborah J. Leong, PhD, National Institute for Early Education Research, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Christine A. Marvin, PhD, Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, Nebraska

Julia E. Moore, MS, Prevention Research Center, College of Health and Human Development, Pennsylvania State University, State College, Pennsylvania

Susan B. Neuman, EdD, Department of Educational Studies, School of Education, University of Michigan, Ann Arbor, Michigan

Jelena Obradovi, PhD, School of Education, Stanford University, Stanford, California

Robert C. Pianta, PhD, Curry School of Education, University of Virginia, Charlottesville, Virginia

Ximena A. Portilla, BA, School of Education, Stanford University, Stanford, California

Douglas R. Powell, PhD, Department of Child Development and Family Studies, Purdue University, West Lafayette, Indiana

Sara E. Rimm-Kaufman, PhD, Curry School of Education, University of Virginia, Charlottesville, Virginia

Sharon Ritchie, EdD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Sharon Ryan, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Mesut Saçkes, PhD, Research and Development Unit, Balikesir Provincial Directorate of National Education, Balikesir, Turkey

Julie Sarama, PhD, Department of Learning and Instruction, University at Buffalo, State University of New York, Buffalo, New York

Susan M. Sheridan, PhD, Nebraska Center for Research on Children, Youth, Families, and Schools, University of Nebraska, Lincoln, Nebraska

Ross A. Thompson, PhD, Department of Psychology, University of California, Davis, California

Jeffrey Trawick-Smith, EdD, Center for Early Childhood Education, Eastern Connecticut State University, Willimantic, Connecticut

Kathy Cabe Trundle, PhD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Shannon B. Wanless, PhD, Program of Applied Developmental Psychology, Department of Psychology in Education, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania

Marcy Whitebook, PhD, Center for the Study of the Child Care Workforce, Institute for Research on Labor and Employment, University of California, Berkeley, California

Pamela J. Winton, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Audience

Researchers, teacher educators, and graduate students in early education, early literacy, child development, and special education; school and childcare administrators; education policymakers.

Course Use

Will serve as a supplemental text in graduate-level courses.