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Index
A
Abecedarian Project, 134–135, 144, 319
Abstract reasoning, 5, 38, 40, 43, 208
Academic success
class size and, 146
fine motor skills and, 117
interest and, 110
peer relations and, 53
quality of preschool programs and, 131, 132
social skills and, 85
teacher-child relationships and, 7, 50, 58
teacher preparation and, 262
Access to programs, 20
Accountability, assessment for, 11, 12, 17, 20, 233, 240, 257–258
Achievement tests, 233, 239.
See also Standardized tests
Activity level, parents’ reports of children’s difficulties, 123–125, 126
Adaptability, 97, 105, 113
Adjustment to school, 49, 113, 144
Adolescence, mental health adjustment, 53
Aesthetics, content standards, 281, 283, 285, 287, 289, 291, 293, 295
Affective-social development, 4, 39
Age at kindergarten entry
and activity level, 123
and articulation difficulties, 123
and arts and crafts with family, 79
and attentiveness, 84–85, 91, 123
and books and music recordings in the home, 70–73
and eagerness to learn, 84, 91
and math proficiency, 82
and motor skills, 118, 120, 123
and print familiarity, 65, 66–67
and problem/antisocial behaviors, 102–103, 106–107
and prosocial behaviors, 94–95, 98–99
and reading proficiency, 68–69
and song singing with family, 78
and story reading and telling, 74–75
and task persistence, 86, 90
Age groupings, classroom, 20
Agency dimension, 163
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Aggression, 50, 226
Alabama, 262
Alphabet song, 193.
See also Letter recognition
American Academy of Pediatrics, 259
American Association for the Advancement of Science, 278
American children. See also Culture/race/ethnicity
competitiveness, 162–163, 226
independence and autonomy, 111
interpersonal values, 162–163
language learning, 63–64
mathematics, 63
prototypical nuclear family, 112–113
American Indians
activity level of children, 126
attentiveness of children, 126
Choctaw culture, 114
Navaho language and culture, 63, 113, 115
Pueblo culture, 114
Amygdala, 56
Analogies, 43
Anger, 103, 105, 107, 109
Anterior cingulate gyrus, 56
Arguing, 102, 104, 106, 108
Arizona At-Risk Preschool Program, 280–281, 297
Arkansas Better Chance, 280–281, 296
Arts and crafts, 9, 67, 79, 81, 185
Asian children. See also Culture/race/ethnicity
articulation, 126
behavior of, 93
Chinese language and culture, 62, 111
English-language learning, 116
motor skills, 118, 126
task persistence, 85
Assessment. See also Standardized tests
for accountability reasons, 11, 12, 17, 20, 233, 240, 257–258
attention/attentiveness and, 237
“authentic,” 244, 247–248
beneficence considerations, 235
challenges, 234–235
of child-caregiver interactions, 49, 273
of children with disabilities, 11, 167, 239–240, 243, 245, 253–254, 258
clinical interview, 12, 243–245, 254
of cognitive skills, 137, 156
of competencies in young children, 12, 242–249
critical conditions for, 249–250
cultural considerations, 237–239, 252, 257
curriculum-embedded, 20, 137–143, 242, 314–315
diagnostic, 20, 234, 252, 253–254, 259
documentation methods, 248–249
dynamic system of, 246–247
of economically disadvantaged children, 256–257, 258
environments for, 236
of functional emotional skills, 253–254
guiding principles, 235
for instructional improvement, 11, 16, 17, 20, 234, 241–252, 257, 259–260, 267–269
interviewer qualifications, 244
of motor skills, 117, 246
observational modes of, 227–228, 237, 250–251
obstacles to implementation, 251–252
pedagogy and, 11, 16, 17, 234, 241–252
performance, 12, 45, 247–249, 250–251
for program evaluation, 11
for public policy reasons, 11, 20, 234, 257–259
reasons for using, 234–235
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research needs, 20, 320–321
of teacher preparation, 300
teachers as assessors, 16, 227–228, 244, 249–251, 252, 260, 267, 314
of temperament, 96–97, 101
tests distinguished from, 233n.1
validity of measurements, 11, 137, 235, 238, 253
in Vygotskian mode, 245–247
Attachment networks, 49
Attachment security, 2, 49–50, 51–52, 58, 85, 130, 303, 306–307
Attachment theory, 49, 50
Attention/attentiveness, 9
age at kindergarten entry and, 84–85, 91, 123
and assessment, 237
and brain circuitry, 56–57, 58
in children with disabilities, 173
control of, 57, 112
culture/race and, 112, 124–125, 126
family structure and, 91, 93, 123, 125, 126
gender and, 84–85, 91, 122, 123, 126
infants’ indicators of, 37–38
maternal education and, 91, 93, 123, 125, 126
mathematics curriculum and, 207
orienting of, 57
parents’ reports of, 84–85, 123–125, 126
to story reading, 187
teachers’ ratings of children on, 84, 85, 91, 93
welfare status and, 91, 124, 126
Attention deficit disorder, 122, 123–126, 254
Australia, 145
Austria, 26–27
Autism, 121, 165, 166, 173, 254
Autonomy-heteronomy continuum, 163
B
Bag It, 207
Behavior of children
anxious, 145
childrearing and, 33, 47–48
classroom environment and, 48, 50, 145
comforting, 88, 95, 97, 99, 101
culture/race and, 92–93, 94–97, 100–101, 104–105, 108–109
curriculum and, 213
problem/antisocial, 49, 50, 58, 89, 92, 102–109, 139, 213, 226, 303
prosocial, 88–89, 94–97, 98–101, 139, 177–178
self-regulation of, 9, 47, 51–52, 56, 173, 212, 218–219, 229, 236
staff qualifications and, 149–150
teaching strategy and, 139–140
Behaviorist view of learning, 4, 39, 47, 266
Belgium, 26–27
Beliefs about learning/subject matter
IQ tests/scores, 266
of parents/public, 18, 33, 37
of teachers, 263–267, 269, 273, 275
Bermuda child care study, 153
Bias
evaluator, 140
in measurement of treatment implementation, 137–138, 142
Big Math for Little Kids™, 204–207
Bilingual Syntax Measure, 157–158
Black children. See also Culture/race/ethnicity
articulation, 126
behavior, 93
interaction styles, 115
language learning style, 116
motor skills, 118, 126
street talk, 115
Bodrova, Elena, 218–219
Bookmaking, 193
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Books in the home, and literacy skills, 67, 70–73, 187–188, 190
Bowlby, John, 49
Brain development
attention and, 56–57, 58
constructivist view, 54–55, 57–58
environment and, 5, 54–55, 56, 58, 306
experience and, 53, 54, 56, 306
genetics and, 5, 54–55, 306
neuroimaging, 55–56
plasticity of, 56–58
postnatal, 54
selectionist view, 54
Brain research
applicability to instruction/pedagogy, 53
needs, 19
Brookline Early Education Project, 134–135
Brown, Ann, 208
Bruner, Jerome, 39, 161
“Building Blocks” project, 229
C
California, 203, 280–281, 297
Canada, 203
Caregiver Interaction Scale, 273
Carpinteria Preschool Classroom, 157–159
Categorization strategies, 8, 136
Center-based preschool programs
accreditation, 298
common elements of, 133
federal funding of, 17–18
focus of report on, 31–32
recommendations for high-risk children, 317
teacher credentialing, 300
Cerebral palsy, 121, 173
Chess, Stella, 97
Chicago Early Assessment and Remediation Laboratory, 159
Child Care Development Block Grant, 275
Child care programs
class size restrictions, 146
education mission, 25
international, 153, 155
literacy environments in, 195
natural variation, 6–7, 143–144
preschool distinguished from, 25
quality of, 8, 137
in rural areas, 275
and socioemotional development, 25
state licensing standards, 274, 303–304
Child care providers
attachment of children to, 50
credentialing, 300
education/training of, 263, 270, 273–275
interaction with children, 274–275
mentoring programs, 275
professional networks, 274
supervision of, 274
Child-caregiver relationship. See also Child-parent relationship
and academic achievement, 7, 50, 58
assessment of, 49, 273
and assessment of learning, 249–251
child-parent relationship and, 49
children with disabilities, 122, 173
class size and, 145
and cognitive development, 39, 44, 46
communicative interactions, 48, 62
cultural/ethnic differences in, 115–117
and emergent literacy, 187–188, 190–191, 194–195
emotional communication, 48
importance of, 7, 16, 18, 32–33, 49–52, 58, 213
interaction styles, 44, 48–49, 50–52, 115–117, 190–191
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and language development, 44, 62, 149–150, 157
and learning, 7, 32–33, 67, 69, 307
and motivation, 163–164
mutually reciprocal, 50–52
negative communication, 48
and peer relationships, 39, 49, 50, 58
and problem solving, 42–43, 116–117
and quality of programs, 20–21, 133, 136, 139
research needs, 19, 20–21
Sameroff-Chandler transactional model, 48–49
secure attachment, 50, 85
teacher/caregiver preparation and, 271, 273
verbal interaction, 190–191
Child-child interactions, 11.
See also Peers and peer groups
and academic performance, 53
and adolescent mental health, 53
child-caregiver relationship and, 39, 49, 50, 58
child-parent relationship and, 49, 52
children with disabilities, 122, 172–173, 177–178, 226
classroom environment and, 172
culture and beliefs and, 52, 113
developmentally appropriate practices and, 144
dimensions of, 52
family experience and, 52
importance of, 52–53, 85
and learning, 85, 221–222
play and, 52, 219–220
promotion of, 172
scaffolding, 221–222
and social competence, 52–53, 222
Child development associate certification, 17, 263, 297, 299–300
Child-initiated instruction, 138–139, 222, 223–224
Child Observation Record, 250–251
Child-parent relationship, 4
behavioral control strategies, 33
and child-teacher relationships, 49
cultural differences in interaction styles, 115–117
infants, 48, 64, 216
and language development, 64, 67, 220
maternal, 49, 115, 116, 173–174
and peer relationships, 49, 52
reading and story telling, 67
scaffolding behaviors, 220
socioeconomic status and, 64, 67
verbal interaction, 67
Child-teacher relationship. See Child-caregiver relationship
Childrearing
and behavior, 47–48
perceptions of poor families’ abilities, 148
Children with disabilities. See also Developmental disabilities
aptitude-treatment interaction, 167
assessment of, 11, 167, 239–240, 243, 245, 253–254, 258
attentiveness, 173
cognitive development, 176
computer use, 225, 226, 228–229
curriculum for, 167
effectiveness of early intervention, 28–29, 175–176
family culture, 121
homebound/hospital settings, 169
in inclusive settings, 122, 166, 168–169, 175–179, 276
individualized plans, 166–167, 173, 253
interactions with caregivers, 122, 173
language development and skills, 121–122, 170–171, 173–174, 176, 228–229
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least restrictive environment, 166, 298
legislation affecting, 165–166
mathematics scores, 176
meta-analysis of interventions, 167–168
parent involvement, 167, 174–175
peer relations, 122, 172–173, 177–178, 226
public attitudes about care, 165
public education requirements, 122
quality of preschool programs, 129, 164–179
reading scores, 176
residential facilities, 169
resource rooms, 168–169
segregated programs, 169, 176
self-regulation, 173
socioemotional skill development, 172–173, 176, 177–178
special education, 132, 140, 166, 170–171, 240, 253, 298–299
standardized assessment of, 11, 239–240
teacher training and support, 176–177, 298–299
teaching strategies, 170, 171–173
temperament, 121
variation in type and severity, 121–126, 166–167
Chinese language and culture, 62, 111
Choctaw culture, 114
Choral responses, 114
Circle time, 173, 221n.2
Civic activity participation, 139
Class size, 7, 16, 20, 134, 137, 140, 144–146, 161, 296, 309, 316
Classroom, Behavior Inventory, 154
Classroom environment, 11, 48–49
activities and materials and, 136, 153–157, 192, 193, 296
and behavior of children, 48, 50, 145
for children with disabilities, 122, 166, 168–169, 175–179, 276
computer arrangements, 226
cultural accommodations, 113–114
layout, 192, 195, 226, 296
least restrictive, 166, 298
open, 139
and peer interactions, 172
socioemotional, 50, 58, 172
standards, 296–297
structures, 8, 11, 296–297, 307–308
Classroom management, 50–52
Clinical interview, 12, 243–245, 254
Coconstruction, 42
Cognitive development. See also Learning
affective-social systems and, 39
assessment of skills, 137, 156
attachment security and, 2
behavioral objectives and, 39
brain area activated by high-level tasks, 56, 55
child-caregiver interaction and, 39, 44, 46
children with disabilities, 176
class size and, 145
cognitive stimulation and, 46–47
content standards, 281, 283, 285, 287, 289, 291, 293, 295
in context, 42–46, 58
culture and, 42, 45, 63
curriculum, 139, 184
in English-language learners, 159
environment and, 41–42, 46, 58, 130, 155
instruction and, 43
knowledge acquisition and, 40–42, 307
physical development and, 7, 307
Piagetian stage theory, 4–5, 39–40, 41, 42, 43, 46, 47, 58
play and, 217–218
quality of preschool programs and, 7, 58, 128–129, 131, 136, 142
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research needs, 19
socialization and, 7, 34, 85, 237–237
sociocultural theory of, 42–46
socioeconomic status and, 6, 7, 58, 64, 128–129, 130, 131
and socioemotional development, 307
staff-child ratio and, 145
stimulation of, 46–47
teaching strategy and, 43, 139
theories of, 39–47
variations in skills, 59, 60–85
Cognitive Skills Assessment Battery, 156
Cognitive socialization, defined, 34
Collectivist/group-oriented values, 111
Color naming, 63, 223
Colorado Preschool Program, 282–283, 296n.3
Comforting behaviors, 88, 95, 97, 99, 101
Committee on Early Childhood Pedagogy
charge to, 3–4, 30–31
perspectives of, 32–35
Communication skills, 48, 52, 62.
See also Speech
Community-based partnership programs, 15
Competence. See also Social skills/competence
contextual support and, 44–45
knowledge and, 41, 306
narrative, 195
strategic, 43–44
writing, 195, 200
Competition/competitiveness, 162–163, 226
Comprehensive Child Development Program, 143
Computers
access to, 225
“Building Blocks” project, 229
children with disabilities and, 225, 226, 228–229
classroom placement strategies, 226
curriculum and, 228–230
drill-and-practice software, 226–227, 228, 229, 230
games, 226
gender differences in use, 228
learning opportunities, 16, 226–227, 228–229
math software, 229
and metacognition, 229–230
observational opportunities, 227–228
professional development
opportunities, 16
and social interaction, 16, 225–226
Conceptual abilities, 39
Conflict resolution, 52
Conservation of number task, 41
Constructivist theory, 54–55, 57–58, 214, 266, 302
Content of teaching
defined, 34
standards, 17, 278–296, 316–317
Context considerations. See also Culture/race/ethnicity
cognitive development, 42–46, 58
competence, 44–45
for learning, 46, 85
for socialization, 46, 85, 101, 104
temperament and, 101, 104
of word learning, 68–69
Conversation
classroom, 10, 114
cultural differences in rules of, 114–115
wait time, 114
Cooper, William John, 147
Coping, 64, 113, 115
Core Knowledge Foundation, 183–184
Costs to parents, 24, 27
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Council for Early Childhood Professional Recognition, 300
Council for Exceptional Children,
Division for Early Childhood, 170, 171
Creativity in work/play, 84, 87, 89
Culture/race/ethnicity
and activity levels of children, 124–125, 126
and articulation difficulties of children, 124–125, 126
and arts and crafts with family, 81
and assessment, 237–239, 252, 257
and attachment security, 50
and attentiveness of children, 112, 124–125, 126
and behavior of children, 92–93, 94–97, 100–101, 104–105, 108–109
in child-caregiver interactions, 115–117
classroom accommodations for, 113–114
and cognitive development, 42, 45, 63
and creativity in work/play, 89
curriculum components, 183
and developmental differences, 6
and eagerness to learn, 85, 89
and language development, 63–64, 116
and math proficiency, 63, 82
mixed-race children, 126
and motor skills of children, 118, 119, 120–121, 124–125, 126
in parent-child interaction styles, 115–117
and parental expectations, 112
and peer relations, 52, 113
and print familiarity, 65, 66–67
and reading proficiency, 68–69
sensitivity of programs to, 3, 17
and social organization, 112–114
and socioemotional development, 104, 110–117
and sociolinguistics, 114
and song singing with family, 80
and story reading and telling, 74–77
and task persistence, 88
and teacher preparation and testing, 299
and teaching strategies, 29, 33, 111, 162–164, 267
Curriculum. See also Mathematics curriculum;
Science curriculum
assessment, 20, 137–143, 242, 314–315, 315
and behavior of children, 213
for children with disabilities, 167
cognitive development, 139, 184
comparisons, 184
computer software, 228–230
content, 7, 9–10, 17, 133, 186–213, 314
Core Knowledge Foundation, 183–184
cultural considerations, 183
design, 182
development, 15–16, 20
emergent literacy, 8, 10, 185, 186–200, 215
goals, 9–10, 183–186
guide for teachers, 15–16
High/Scope, 152, 183
knowledge acquisition, 184
and language development, 9, 17, 137, 184, 211, 212
model programs, 135
Montessori approach, 183
in OECD countries, 24
principles of learning, 308
Project Construct, 251
readiness dimensions, 183–184
research base, 9, 34
research needs, 19–20, 310, 315, 319–321
socioemotional development, 184, 185
standards, 17, 278, 279
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D
Deci’s theory of self-determination, 110
Decontextualization, 217
Definitional issues, 33–34
Delaware Early Childhood Assistance Program, 282–283, 295
Demand for preschools, 29
Demographic trends, 34
Demonstration schools for professional development, 15, 313–314
Denmark, 26–27
Descartes, Renee, 39
Development
culture/race and, 6
defined, 33
research needs, 19, 318–319
in standardized assessment, 236–237
variation among children, 5–6, 16, 58
Developmental delays, 61–62, 173, 177
Developmental disabilities
and computer use, 226
and language development, 72–73, 226
parents’ reports of, 122–126
pervasive, 254
research needs, 19
Developmental range, 45
Developmental theory, 33
Developmental screening, 252–253
Developmentally Appropriate Practice, 300, 301
Developmentally appropriate practices
adult-child interactions, 274–275
in computer software, 228
criticisms/limitations of, 5, 302
developmental principles, 301–302
for economically disadvantaged children, 143–144
guidance on use of, 302–303
interpretation of, 40
outcomes of, 143–144, 159, 170
and peer relations, 144
and quality of preschool programs, 143–144
science curriculum, 212
as state standards, 297, 302
teacher behavior associated with, 156
teacher preparation and, 264, 266–267, 269, 271, 274–275
teaching strategies, 143–144, 170, 302
theoretical basis, 46, 302
Dewey, John, 133, 164
Diagnostic assessment, 20, 234, 252, 253–254, 259
DIAL-R, 156
Dialogic reading, 196–200
Dinosaur experts, preschool, 41
Direct Instruction System for Teaching and Remediation (DISTAR), 26
Disabilities. See Children with disabilities;
Developmental disabilities
Discipline, 100
Distancing, 217
District of Columbia preschool program, 296n.3
Down syndrome, 121, 166, 176
Drawing, 117
Drill-and-practice software, 226–227, 228, 229, 230
Duration of programs, 20, 131, 134, 140
Dynamic assessment, 246–247
Dynamic Indicators of Basic Early Literacy Skills, 247
E
Eagerness to learn, 84, 85, 87, 89, 91, 93, 208–209
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Early childhood education and care adequate, 2, 32
consensus of parents and professionals on, 23
context of report, 3
goals, 29
importance of, 2–3, 129
naturally occurring variations among programs, 143–144
in OECD countries, 26–27
research base, 3, 23, 24, 25, 28, 32, 35
Early Childhood Education Project, 134–135
Early Childhood Environmental Rating Scale (ECERS), 153, 154–156, 157, 263, 264, 273
Early Childhood Institute, 4, 30
Early Intervention Program for Infants and Toddlers with Disabilities, 165–166
Early Literacy Advisor, 215
Early Screening Inventory-Revised, 117
Early Training Project, 134–135
ECLS-K, 117
Economically disadvantaged children. See also Poverty;
Socioeconomic status
assessment of, 256–257, 258
class size, 145
developmentally appropriate practices, 143–144
effectiveness of early intervention, 28–29, 142
English-language learners, 159
language development, 61, 64–65, 67, 137
learning ability, 130, 131
math curriculum, 138, 203–204
model programs, 128–129, 130, 132–133
preschool program quality, 6, 8, 128, 129–137, 142, 153–154, 308–309
program/curriculum research needs, 19
research base, 128
socioemotional development, 130, 132
Educare, 25, 32
Education for All Handicapped Children Act, 165
Education policy, preschool assessment and, 11, 20, 234, 257–259
fundamental premise, 25
in OECD countries, 26–27
and quality of programs, 310–311
recommendations, 12–13, 16–18, 316–317
Effect size, of model programs, 131
Effortful control, 100–101
Eligibility criteria, in OECD countries, 27
Emergent literacy
activities promoting, 10, 190, 191, 192–193
assessment of skills, 197, 200, 247
book and print awareness and, 191
child care programs and, 195
child-caregiver interaction and, 187–188, 190–191, 194–195
components, 186–189
critical skills, 247
curriculum, 8, 10, 185, 186–200, 215
defined, 186
dialogic reading and, 10, 196–200
environment and, 8, 188, 189–190, 194, 195
grapheme-phoneme correspondence, 188
language outcomes, 8, 189, 190–194, 200, 307
letter and early word recognition, 10, 188, 193–194
listening comprehension, 194
Little Books intervention, 192
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narratives and, 193
nonlanguage outcomes, 194–195
phonological awareness and, 188, 189, 194, 196–197
positive reinforcement, 193, 196
print functions and, 188, 191, 194, 200
and reading skills, 189, 200
skill and knowledge base, 188
sociodramatic play and, 192
Emotional brain centers, 56
Emotional communication, 48
Empirical methods
convergence, 325
falsifiability, 324
generalizability, 324–325
purposes of research, 326–329
replicability, 324
theory building, 323–325
types and uses of, 325–326
validity, 324–325
English as primary language
and activity levels of children, 124, 126
and articulation difficulties of children, 124, 126
and arts and crafts with family, 79
and attentiveness of children, 91, 124, 126
and books and music recordings in the home, 70–73
and creativity in work/play, 87
and eagerness to learn, 87, 91
and math proficiency of children, 82
and motor skills of children, 119, 120, 124, 126
and perceptions of children’s learning attributes, 85
and print familiarity of children, 65, 66–67
and problem/antisocial
behaviors of children, 102–103, 106–107
and prosocial behaviors of children, 94–95, 98–99
rate of learning, 60–61
and reading proficiency of children, 68–69
shape-dependent morphenes, 63
in song singing with family, 78
and story reading and telling by family, 74–75
and task persistence, 85, 86, 90
English-language learners, 116
assessment considerations, 238
bilingual classroom, 158, 159
cognitive development in, 159
English-language classroom, 158, 159–160
first-language classroom, 157–159
quality of preschool programs, 7, 19, 129, 157–160
English orthography, 57
Enrollments in preschool programs, 24, 25, 28
Environment. See also Classroom environment;
Home environment
for assessment, 236
and brain development, 5, 54–55, 56, 58, 306
and cognitive development, 41–42, 46, 58, 130, 155, 306
and language development, 153–155
and learning pace, 1
literacy, 187–188, 189–190
measures of quality, 153–157
research needs, 19, 20
Epigenesis, 42
Ethnicity. See Culture/race/ethnicity
European preschool programs, 160
Even Start, 143
Experience, and brain development, 53, 54, 56, 306
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New York State, 262, 288–289, 296n.3
North Carolina, 146, 155, 275
Number Line Game, 203
Number Worlds, 202–204
Numbers
adjacent values, 202
cardinality, 201, 202, 206
counting, 44, 76, 77, 82–83, 201, 202, 206
reading two-digit numerals, 77
recognition of numerals, 76, 77, 81, 82–83, 141, 206
Numerical thinking, 17, 200–201
Nutrition programs, 131
O
Object naming, 64
Object recognition, by infants, 38
Observational Record of Caregiving Environments (ORCE), 157
Ohio Head Start, Public School Preschool, 290–291, 295
Oklahoma Early Childhood Four-Year-Old Program, 290–291, 296
Oregon, 275, 290–291, 295
Organization for Economic Cooperation and Development, 24, 160, 164
P
Parent beliefs and practices
about learning/subject matter, 18, 33, 37
and type of center attended, 145
Parent education. See also Maternal education
and cognitive performance of children, 64, 65
in therapy for children with disabilities, 174
trend, 148
Parent expectations, culture and, 112
Parent income, and cognitive performance, 64
Parent involvement
attitudes of caregivers toward, 147–149
and child development, 148
with children with disabilities, 167, 174–175
in literacy activities, 194–195, 220
in model programs, 135, 141
and preschool program quality, 18, 132, 135, 141, 147–149, 174– 175
recommended, 18, 318
Parent perceptions of their children
attentiveness, 84–85, 123–125, 126
learning attributes, 84–85, 86–89
problem/antisocial behaviors, 92–93, 106–109
prosocial behaviors, 88–89, 94–97
Pattern recognition and prediction, 206, 229
Peabody Picture Vocabulary Test, 142, 213
Peabody Picture Vocabulary Test-Revised (PPVT-R), 153, 155
Pedagogy. See also Curriculum;
Teaching strategies
and assessment, 11, 16, 17, 234, 241–252
components of, 182–183, 214
constructivist theory, 214
defined, 33–34, 182, 249
diversity of beliefs and approaches, 213–214
instructional assessment and, 11, 16, 17, 234, 241–252
sociocultural theory, 214, 215
Peer-assisted learning, 113
Peer-directed gazing, 114
Peers and peer groups. See also Child-child interactions
acceptance of ideas of, 88, 98, 100
social structure, 220
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sociometric status, 222
networks, 52, 173, 220
perceptions of children with disabilities, 122
Pellegrino, James, 242
Pennsylvania, 153, 296n.3
Perception
and conceptual abilities, 40
in uninhibited children, 97, 100
Performance
assessment, 12, 45, 247–249, 250– 251
knowledge and, 40–41
standards, 242, 258–259, 276n.1, 295, 298
Perry Preschool Project, 134–135
Persistence of program effects, 131
Perspective-taking task, 41
Phonological awareness/skills, 17, 188, 189, 194, 195, 196–197
Phonology disorders, 174
Physical activities, 9
Physical development
and cognitive development, 7
disabilities, 121–126
motor skills, 117–121
socioeconomic status and, 6
variation in, 59
Physical education, 183–184, 185
Piaget, Jean, 130, 133, 215, 243
Piagetian stage theory, 4–5, 39–40, 41, 42, 43, 46, 47, 58
Planned Variation Head Start study, 141
Plasticity, brain, 56–58
Play
class size and, 145
classroom centers, 192
cognitive stimulation in, 217–218
constructive, 216
creativity in, 84, 87, 89
culture and, 89
free-play activities, 216, 223
functional, 216
games, 216, 226
interest and, 110
and language and literacy, 192, 215, 216, 217–218
motivation for, 216, 217
peer relations in, 52, 219–220
pretend, 10, 50, 172, 177, 217, 219–220, 226
self-regulation and, 218–219
social competence and, 219–220
sociodramatic, 192, 216
solitary/director’s, 219
symbolic, 215
as teaching strategy, 10–11, 214, 215–220, 223, 302
Policy. See Education policy
Population of preschool-age children, 24–25
Positive reinforcement, 4, 39, 52, 193, 196
Positron emission tomography (PET), 55
Poverty, 8.
See also Welfare status and home environment, 64–65
Power/coercion strategies, 51
Practice, and brain circuitry, 57, 58
Preconceptions of children, 241, 246, 265
Preschool Grants Program, 122, 166
Preschool Language Assessment Instrument, 153
Preschool programs. See also Early childhood education and care;
Quality of preschool programs
child care distinguished from, 25
U.S. vs. OECD countries, 23–24, 26–27
Preservice education, 270–272
Pretend play, 10, 50, 172, 177, 217– 218, 219–220, 226
Primary language. See also English as primary language;
other languages
and books and music recordings in the home, 70–73
and print familiarity, 65, 66–67
and reading proficiency, 68–69
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and story reading and telling, 74–75
Priming, 57
Print awareness, 65, 66–67, 188, 190, 191, 194, 195, 200
Print functions of, 191
Printing, 117, 188
Privileged domains, 9
Problem/antisocial behavior, 49, 50, 58, 89, 92, 102–109, 139, 213, 226
Problem solving, 7, 10, 38
child-caregiver interaction and, 42–43, 116–117
computer use and, 229
counting-on strategy, 43
cultural context for, 63
interest and, 110
language development and, 63
mental tools and, 43, 44, 45–46
science curriculum and, 211, 212
trial-and-error strategy, 43
Professional development. See Teacher preparation
Professional standards
Developmentally Appropriate Practice, 301–303
National Board for Professional Teaching Standards, 300–301
Program evaluation and monitoring, 11
Program standards
concerns about, 297–298
content, 17, 278, 280, 282, 284, 286, 288, 290, 292, 294, 297
program components, 297
recommended, 16–17, 316
by state, 278–298
structural components, 296–297
Project CARE, 134–135
Project Construct Assessment System, 251
Project Follow-Through, 141
Project Head Start, 183.
See also Head Start
Prosocial behavior, 88–89, 94–97, 98– 101, 139, 177–178
Public attitudes, about children with disabilities, 165
Public programs, quality of, 130– 131, 136–137
Public school system, 23
Pueblo Indian culture, 114
Q
Quality of preschool programs. See also Standards of practice;
individual programs
and academic success, 131, 132
attention to individual differences and, 173
behavior of teachers and, 269
characteristics associated with, 7–8, 20–21, 133
child-caregiver relationship and, 20–21, 133, 136, 139
and children’s learning and development, 127–144
for children with disabilities, 129, 164–179
class size and, 7, 133, 134, 144–146
classroom activities and materials and, 136, 153–157
and cognitive development, 7, 58, 128–129, 131, 136, 142
comparison studies, 137–143, 152
curriculum content and, 133, 135, 138
defined, 33, 128
developmentally appropriate practices and, 143–144
duration of program and, 131, 134
for economically disadvantaged children, 6, 8, 128, 129–137, 142, 153–154, 308
effect size, 131
for English-language learners, 7, 19, 129, 157–160
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inclusive settings, 175–179
intensity and coherence of program and, 131, 132, 133, 135, 147
international programs, 7, 9, 21, 129, 160–164
and IQ, 131, 132
language development programs, 7, 8, 133, 136, 170– 171
local control and, 297–298
longitudinal studies, 134–135, 147, 156–157
model programs, 6, 128–129, 130– 131, 132–135
monitoring, 17
naturally occurring programs, 128–129, 143–144
parent involvement and, 132, 133, 135, 147–149, 174–175
pedagogy/teaching strategy and, 137–143
and persistence of effects, 131
public programs, 130–131, 136– 137
regulation and, 303–304, 310–311
research base, 6–7, 128–130, 134– 135, 136, 143–144
research needs, 20
socioemotional development, 7, 130, 132, 136, 172–173
staff-child ratios and, 7, 131, 133, 134, 144–146
staff qualifications and, 131, 133, 135, 149–150
standards and, 16–17, 20, 310–311
structure and, 143
teacher reflectiveness and, 9, 15, 133, 151–153
supervisor qualifications, 133
variation in programs and, 6–7, 29, 143–144
R
Race. See Culture/race/ethnicity
Readiness
curriculum component, 183–184
interpretation of, 39
testing, 12, 254–257
Reading. See also Emergent literacy;
Story reading and telling
ability in primary grades, 65, 69, 72
accuracy, 189
attentiveness to, 187
and brain circuit organization, 55, 56–57
by children with disabilities, 176
comprehension, 189, 200
culture/race and, 68–69
decoding, 200
delays, 189
dialogic, 10, 196–200
fine motor skills and, 117
and language skills, 196–200
literacy skills prerequisite to, 65– 69, 189
PEER sequence, 197–199
phonological awareness and, 189
proficiency levels of kindergarteners, 65, 68–69
programs, 7, 9, 10, 196–200, 215
readiness, 65–81
shared, 67, 74–75, 187, 190, 191, 194, 196–200, 220
standards, 278, 279
wars, 267
Reasoning, 8
Recommendations
content standards, 316–317
parent involvement, 18, 318
professional development, 12, 13–15
public awareness, 13, 18, 317–318
public policies, 12–13, 16–18, 316– 317
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teacher qualifications, 13
teaching materials, 12, 15–16
Regulation of early childhood education and care, 303–305
Rehabilitation Act of 1973, Section 504, 165
Rehearsal strategies, 136
Relationships. See also Child-caregiver relationship
importance of, 47–53
peer, 52–53
Repetition, 58
Representational systems, 10, 187, 209, 215, 218, 242
Research. See also Scientific evidence
bridges between practice and, 31, 309–310
correlational/comparison studies, 137–143, 162, 328–329
curriculum, 9, 34
ethnographic, 326
experimental and quasi-experimental design, 326–328
generalizability of results, 136– 137, 138, 163, 176, 324–325
methodological problems, 137– 138, 140, 162
on model programs, 6–7, 128–130, 134–135, 136, 137–143
on naturally occurring variations among programs, 143–144
purposes of, 326–329
qualitative, 326
standards of evidence, 34–35
strengths in U.S., 3, 6–7, 9, 23, 24, 25, 28, 32
types of studies considered, 34–35
Research needs, 18
on assessment, 20, 320–321
on early childhood learning and development, 19, 318–319
for professional development, 15, 310
on programs and curricula, 19– 20, 310, 319–321
for universal early childhood programs, 321–322
Residential facilities, 169
Resource rooms, 168–169
Reviewing related information, 43
Rhyming and alliteration, 195
Rightstart™, 202–204
Risk factors for school failure, 8
Risk taking, in language acquisition, 62
Robinson, Nancy, 165
Role playing by children, 217–218
Rule learning, 57, 216
S
Sameroff-Chandler transactional model, 48–49
Scaffolding, 43, 113, 220–224, 315
School readiness, 25, 28
School reform movement, 300
Science curriculum, 7, 9, 10, 207–208
animate and inanimate objects, 208
block-stacking experiment, 38, 208
and eagerness to learn, 208–209
integrated, 209–210, 211
mental representations, 209
quality of, 137
recommended, 17
ScienceStart!™, 209–213
ScienceStart!™, 209–213
Science ZipKit™, 212–213
Scientific evidence
common vs. innovative measures, 330–331
conceptional orientation of investigator and, 332
methods, 323–329
precision of questions and, 328
triadic nature of early childhood education and, 331
variability of young children’s performance and, 330
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Scientific reasoning, 10, 207–209, 220–221
Scope of report, 31–32
Scripts, 209
Seguin, 133
Selectionist view, 54
Self-determination, 110
Self-monitoring, 56
Self-motivated learning, 38, 224, 315
Self-regulation, 9, 47, 51–52, 56, 173, 212, 218–219, 229, 236
Self-sufficiency, 115
Sensory deprivation, 54–55
Separateness-relatedness continuum, 163
“Sesame Street,” 41
Shame, 111
Shape recognition, 63, 76, 77, 82–83, 206
Single-parent families
activity levels of children, 124, 126
articulation difficulties of children, 124, 126
arts and crafts with children, 79
attentiveness of children, 91, 124, 126
behavior of children, 89, 93, 94– 95
books and music recordings in homes of, 67, 70–73
eagerness to learn of children, 86, 91
math proficiency of children, 82
motor skills of children, 119, 120, 124
perceptions of children’s learning attributes, 85, 86–93
print familiarity of children, 65, 66–67
and problem/antisocial behaviors of children, 102– 103, 106–107
prosocial behavior of children, 98–99
reading proficiency of children, 68–69
song singing with children, 78
story reading and telling in, 74– 75
task persistence of children, 86, 90
Size relationships, recognition by children, 76, 82–83
Slosson-IQ, 153
Social developmental pathways, 110–111
Social group status, 52
Social interaction
by children with disabilities, 177– 178
class size and, 145
computers and, 16, 225–226
interest and, 110
language learning and, 62
teacher-child ratio and, 7
Social organization, culture/ ethnicity and, 112–114
Social skills/competence
and adaptability, 105
attachment security and, 49–50, 306–307
and culture, 110–111
curriculum goal, 185
defined, 222
and learning, 2, 7
peer relations and, 52–53, 222
play and, 219–220
socioeconomic status and, 6
teacher-child relationship and, 7
variation in, 59, 85–93, 94–101, 102–105, 106–109
Social status hierarchies, 173
Social studies, 185
Socialization of children, 37, 51
and academic achievement, 85
and cognitive development, 7, 34, 85, 237–237
contextual considerations, 46, 85, 101, 104
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language and, 63–64
Sociocultural theory, 42–46, 214, 215, 266
Sociodramatic play, 192, 216
Socioeconomic status
and child-parent relationship, 64, 67
and cognitive development, 6, 7, 58, 64, 128–129, 130, 131
dialogic reading intervention, 196
as group risk factor, 69
as individual risk factor, 69
and language development, 61– 62, 67, 196
and mathematics skills, 77, 80
and physical development, 6
and reading ability, 69, 72
and risk of school failure, 8, 308– 309
and social development, 6
and staff attitudes toward parents, 148
Socioemotional development. See also Social skills/competence ;
Temperament
child care and, 25
in children with disabilities, 172– 173, 176, 177–178
classroom environment and, 50, 58, 172
culture/ethnicity and, 104, 110– 117
curriculum, 184, 185
in economically disadvantaged children, 130, 132
interaction styles and, 115–117
and learning, 46, 85, 307
peer relations and, 52–53
physical development and, 307
program standards, 281, 283, 285, 287, 289, 291, 293, 295, 297
quality of preschool programs and, 7, 130, 132, 136, 172–173
research needs, 19
social organization and, 112–114
sociolinguistics and, 114
Sociolinguistics, 114
Song singing, 67, 78, 80
Sound foundations program, 196– 197
South Carolina Early Childhood Program, 290–291
Spanish first-language classroom, 157–159
Spatial relations, 206, 229
Special education placements, 132, 140, 166, 170–171, 240, 253
Speech
disorders, 123–125, 126, 167, 171, 173, 174
role playing and, 217–218
word-processing programs with, 228
Spencer Foundation, 4, 30
Staff-child ratios, 7, 17, 20, 131, 133, 134, 137, 140, 144–146, 147, 161, 162, 296, 303, 309
Standardized tests. See also IQ tests/ scores
accommodations, 239
accountability uses, 11, 12, 17, 20, 233, 240, 257–258
alternatives to, 12;
see also Assessment
of children with disabilities, 11, 239–240
of cognitive ability, 137, 239
developmental considerations, 236–237
developmental screening, 44, 252–253
interpretation of results, 11, 235
issues in use of, 11, 12, 235–240
limitations, 240, 243
misuse/misinterpretation of, 12, 240, 257, 259, 260
norms, 238, 239, 240
readiness (selection) testing, 252, 254–257
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of social development, 137
statistical power and generalizability, 258
summative natures of, 249
theoretical basis, 12
training of teachers/ administrators, 12
validity of results, 12, 137
Standards. See also Program standards;
Standards of practice
of evidence, 34–35
Standards for Educational and Psychological Testing, 253
Standards of achievement, 278
Standards of learning, 278
Standards of practice
advantages and disadvantages, 277
challenges in setting, 29
curriculum, 17, 278, 279
domains addressed by, 294–295
instructional/performance, 242, 258–259, 276n.1, 278, 295, 298
mandatory, 298
professional, 300–303
recommended, 16–17, 20
teacher qualifications, 296–297, 298–300
voluntary, 298
States
accreditation of teachers, 302
child care licensing standards, 274, 303–304
program standards development, 16–17, 278–298, 302, 316
recommended role, 316–317
Story reading and telling, 10, 67, 74– 77, 186, 190, 191, 193
Strategic competence, 43–44
Stress in students, 144
Stroop task, 101
Student teaching/internships, 14, 15, 271
Subsidy strategies in OECD countries, 27
Sucking, nonnutritive, 37–38
Supervisors of early childhood education, 14–15, 16–17, 133, 152, 153, 309, 312–313
Sweden, 26–27
Symbolic abilities, 5, 40, 46, 205, 218
Synapse overproduction and pruning, 54
T
Talkativeness, 62
Task persistence, 84, 85, 86, 88, 90, 92, 208
Taxonomic classifications, 112
Teacher Beliefs Scale, 264
Teacher preparation. See also Child care programs;
Standards of practice
and academic achievement of students, 262
as assessors, 260
and behavior of children, 149– 150
and behavior of teachers, 265, 268, 273–274
and beliefs and practices, 263– 267 , 269, 273, 275
child development associate credential, 17, 263, 297, 299– 300
for children with disabilities, 176–177, 298–299
computers and, 16
content and structure of programs, 271
demonstration schools for, 15, 313–314
and developmental outcomes, 9, 309
and developmentally appropriate practices, 264, 266–267, 269, 271, 274–275
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evaluation of, 15, 17, 263, 267– 269, 272–274
in-service education, 15, 152, 263, 264, 265, 272–275, 276, 310
and interactions with children, 271, 273
international standards, 24, 161– 162
in model programs, 131, 133, 135, 141, 149–150, 264, 272
outside consultants for teacher support, 151–152, 176
preservice education, 14, 15, 270– 272, 276, 298, 310, 312–313
professional development, 9, 13– 15, 16–17, 263–267, 270, 275– 276, 309, 311–314, 316
and quality of preschool programs, 8, 9, 149–150, 162– 163, 164, 224, 263, 272, 273, 309
racial/cultural imbalances in, 299
recommended, 13–15, 16–17, 311– 314, 316
research base, 262, 276
research needs, 15, 313–314
standards, 296–297, 303, 313
status in U.S., 261
student teaching/internships, 14, 15, 271, 312–313
work time spent on, 264
workshops, 274
Teachers, early childhood. See also Staff-child ratios
as assessors, 16, 244, 249–251, 252, 260, 267, 314–315
as attachment figures, 49, 85
behavior with students, 7, 9, 145, 149–150, 153, 156, 268
beliefs about subject matter, 264– 267
career ladders, 17–18, 317
certification of, 298–300
compensation, 150, 162, 300, 317
critical characteristics, 268–269
curriculum guidelines for, 15–16, 215
efficacy of, 269
perceptions of children’s learning attributes, 84–85, 91, 93
reflection on practice, 9, 15, 151– 153
responsiveness to children’s differences, 8
views of readiness testing, 255, 256
Teachers’ perceptions of children
of learning attributes, 90–93
problem behaviors, 92–93, 102– 105
prosocial behavior, 88–89, 98–101
Teaching assistants, 17
Teaching strategies, 7
appropriateness of, 16–17
assessment of, 11, 16, 17, 20, 234, 241–252, 257, 259–260, 267–269
and behavior of children, 139– 140
beliefs about subject matter and, 264–267
child-initiated instruction, 138– 139, 222, 223–224, 302, 315
for children with disabilities, 170, 171–173
cognitive and language activity, 139, 217–218
and cognitive development, 43, 139
comparison studies, 137–143, 152
components, 33–34
computers and, 225–228
cultural context, 29, 33, 111, 162– 164, 267
defined, 182–183
developmentally appropriate practices, 143–144, 170, 302
direct teacher-initiated instruction, 11, 138–140, 144, 214, 222, 224, 302, 315
discourse pattern, 136
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drill-and-practice, 226–227, 228, 229, 230
effective approaches, 10, 84–85, 267–269
indirect instruction, 224, 315
initiation-reply-evaluation sequence, 136
instructional assessment and, 249–252
interactive, 139
for language development, 139, 171, 220, 223–224
mand-model, 171
milieu teaching, 171
model programs, 136, 137–143
narrative, 84
naturalistic, 171
observation of children, 227–228
outside consultants for teacher support, 151–152
play as, 10–11, 214, 215–220, 223, 302
reflective, 9, 15, 133, 149–150, 151–153, 267, 309, 313
research base, 28, 35
scaffolding, 84, 220–224, 315
for self-regulation, 218–219
for social competence, 138–139, 219–220
structured activities, 10–11
teacher preparation and, 267–269
theoretical trends, 39
Tools of the Mind, 215
traditional approaches, 138, 140
types of, 138–139
for understanding, 267
Technological intelligence, 237–238
Temperament
and acquisition of knowledge, skills, or beliefs, 108
assessment of, 96–97, 101
context of socialization and, 101, 104
defined, 93, 96
dimensions of, 97, 100–101
and environmental demands, 104–105
variation in, 6, 60
Tennessee, 146
Tests of Early Language Development, 153
Texas, 262, 292–293, 296n.3
Theories of mind, 44
Thomas, Alexander, 97
Transactional models, 48–49
Treatment-by-aptitude interactions, 139
Tuning neurons, 57
Turkish language, 60–61
Turkish preschools, 163
Turn taking, 226
Two-generation programs, 4
U
Uninhibited children, 97, 104–105
United Kingdom, 26–27
University of California at Los Angeles, Child Care Service Centers, 221n.2
U.S. Commissioner of Education, 147
U.S. Department of Education
data on children with disabilities, 170–171
Kindergarten Teacher Survey on Student Readiness, 255
Office of Education Research and Improvement, 4, 30
Office of Special Education Programs, 4, 30
recommended roles, 15, 16, 314, 315
U.S. Department of Health and Human Services
recommended roles, 15, 16, 315
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V
Verbal interaction, 67, 190–191
Vermont Early Education Initiative, 292–293, 296
Virginia Preschool, 292–293, 296n.3
Visual word form, 57
Vygotsky, Lev, 39, 42, 43, 45, 205, 215, 219, 245–247
W
Washington (state) Early Childhood and Assistance Program, 294– 295
Welfare status
and activity levels of children, 124, 126
and articulation difficulties of children, 124, 126
and arts and crafts with family, 79
and attentiveness of children, 91, 124, 126
and books and music recordings in the home, 70–73
and creativity of children’s work/play, 87
and eagerness to learn, 87, 91
and prosocial behaviors of children, 89, 94–95, 98–99
and reading proficiency of children, 68–69
and song singing with family, 78
and story reading and telling by family, 74–77
and task persistence, 86, 90
West Virginia, 296n.3
Whites
interaction styles, 115
motor skills, 118
Whiting, John and Beatrice, 110
Whole-child approach, 9–10, 32–33, 130
Wisconsin, 146, 296n.3
Wolery, Mark, 164n.2
Words
association, 56
beginning and ending sounds, 65, 68–69, 141
in context, 68–69
recognition, 10, 68–69, 193–194
Work Sampling System, 250, 251
Writing
competence, 195, 200
intervention, 215
standards, 278, 279
Z
Zone of proximal development, 10, 43, 45, 214, 215, 219, 220, 245– 246
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