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Eager to Learn: Educating Our Preschoolers (2000)

Chapter: References

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Suggested Citation:"References." National Research Council. 2000. Eager to Learn: Educating Our Preschoolers. Washington, DC: The National Academies Press. doi: 10.17226/9745.
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References

CHAPTER 1

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Suggested Citation:"References." National Research Council. 2000. Eager to Learn: Educating Our Preschoolers. Washington, DC: The National Academies Press. doi: 10.17226/9745.
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CHAPTER 2

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Suggested Citation:"References." National Research Council. 2000. Eager to Learn: Educating Our Preschoolers. Washington, DC: The National Academies Press. doi: 10.17226/9745.
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CHAPTER 3

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CHAPTER 6

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Ball, D.L., and D.K.Cohen, 1996 Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher 25(9)(Dec):6–8.

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Charlesworth, R., C.Hart, D.Burts, J.Thomasson, and P.Fleege 1993b Measuring the developmental appropriateness of kindergarten teachers’ beliefs and practices. Early Childhood Research Quarterly 8:55–276.

Clark, C. 1988 Teacher preparation: Contributions of research on teacher thinking. Educational Researcher 17(2):5–12.

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Fischer, J. 1989 Family Day Care: Factors Influencing the Quality of Caregiving Practices. Unpublished doctoral dissertation, University of Illinois, Champaign-Urbana.

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Galinsky, E., C.Howes, and S.Kontos 1994 The Family Child Care Training Study: Highlights of Findings. New York: Families and Work Institute.

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Griffin, G.A., ed. 1999 The Education of Teachers: Ninety-Eighth Yearbook of The National Society for The Study of Education. Chicago, IL: University of Chicago Press


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1997 Children’s experiences in center-based child care as a function of teacher background and adult-child ratio. Merrill-Palmer Quarterly 43(3):404–425.

Howes, C., W.Pettygrove, and M.Whitebook 1987 Cost and quality in child care: Reality and myth. Child Care Exchange (Nov):40–42.

Howes, C., D.Phillips, and M.Whitebook 1992 Thresholds of quality: Implications for the social development of children in center-based child care. Child Development 63:449–460.

Howes, C., E.Smith, and E.Galinsky 1995 Interim Report on the Florida Quality Improvement Study. Department of Education, University of California, Los Angeles, CA.


Isenberg, J.P. 1990 Reviews of research. Teachers’ thinking and beliefs and classroom practice. Childhood Education 66(5):322, 324–327.

1999 The state of the art in early childhood professional preparation. Com missioned paper for the National Institute on Early Childhood Development and Education, Washington, DC.


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Kontos, S., C.Howes, and E.Galinsky 1997 Does training make a difference to quality in family child care? Early Childhood Research Quarterly 351–372.

Kontos, S., S.Machida, S.Griffin, and M.Read 1992 Training and professionalism in family day care. Pp. 188–208 in D.L. Peters and A.R.Pence, eds. Family Day Care: Current Research for Informed Public Policy. New York: Teachers College Press.

Layzer, J.I., B.D.Goodson, and M.Moss 1993 Life in Preschool—Volume One of an Observational Study of Early Childhood Programs for Disadvantaged Four-Year-Olds: Final Report. Cambridge, MA: Abt Associates.

Lortie, D. 1975 Schoolteacher: A Sociological Study. Chicago: University of Chicago Press


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Manaf, A. 1994 The identification of a model of teaching behaviors of preschool student teachers. Mid-Western Educational Researcher 7(4):7–13.

Marcon, R.A. 1999 Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study. Developmental Psychology 35(2)(Mar):358–375.


National Association for the Education of Young Children 1996 Guidelines for Preparation of Early Childhood Professionals. Washington DC: National Association for the Education of Young Children.

National Research Council 1990 Who Cares for America’s Children? Panel on Child Care Policy., C.D. Hayes, J.L Palmer, and M.J.Zaslow, eds. Washington, DC: National Academy Press.

1998 Preventing Reading Difficulties in Young Children Committee on Prevention of Reading Difficulties in Young Children, C.E.Snow, M.S.Burns, and P.Griffin, eds.. Washington, DC: National Academy Press.

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×

1999 How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning, J.D.Bransford, A.L.Brown, and R.R.Cocking, eds. Washington, DC: National Academy Press.

Nespor, J. 1987 The role of beliefs in the practice of teaching. Journal of Curriculum Studies 19(4):317–328.

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Richardson, V., P.Anderson, D.Tidwell, and C.Lloyd 1991 The relationship between teachers’ beliefs and and practices in reading comprehension instruction. American Educational Research Journal 28:559–586.

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Saracho, O.N., and B.Spodek 1993 Professionalism and the preparation of early childhood education practitioners. Early Child Development and Care 89:1–17.

Snider, M.H., and V.R.Fu 1990 The effects of specialized education and job experience on early childhood teachers’ knowledge of developmentally appropriate practice. Early Childhood Research Quarterly 5(1):69–78.

Spodek, B. 1996 The professional development of early childhood teachers. Early Child Development and Care. 115(Jan):115–24.


Tschannen-Moran, M., A.Woolfolk, and W.Hoy 1998 Teacher efficacy: Its meaning and measure. Review of Educational Research 68(2):202–248.


Vandell, D.L., and M.A.Corasaniti 1990 Variations in early child care: Do they predict subsequent social, emotional, and cognitive differences? Early Childhood Research Quarterly 5(4)(Dec):555–572.

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Whitebook, M., P.Hnatiuk, and D.Bellm 1994 Mentoring in Early Care and Education: Refining an Emerging Career Path. Washington, DC: National Center for the Early Childhood Work Force.

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Wilson, S.M. 1990 The secret garden of teacher education. Phi Delta Kappan 72:204–209.

CHAPTER 8

Adams, G.C. 1990 Who Knows How Safe? The Status of State Efforts to Ensure Quality Child Care. Washington, DC: Children’s Defend Fund.

American Public Health Association and American Academy of Pediatrics Collaborative Project 1992 Caring for Our Children—National Health and Safety Performance Standards: Guidelines for Out-of-Home Child Care Programs. Washington, DC: American Public Health Association.

Azer, S.L., K.L.Capraro, and K.Elliott 1996 Working Toward Making a Career of It: A Profile of State Career Development Initiatives in 1996. Boston, MA: Wheelock College Center for Career Development in Early Care and Education.

Azer, S.L., and C.Hanrahan 1998 Early Care and Education Career Development Initiatives in 1998. Boston: Wheelock College Center for Career Development in Early Care and Education.


Bredekamp, S., and C.Copple, eds. 1997 Developmentally Appropriate Practice in Early Childhood Programs (Revised ed.). Washington, DC: National Association for the Education of Young Children.


Children’s Foundation, The 1999 The Family Child Care Licensing Study, 1999. Washington, DC: The Children’s Foundation.

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Fields, C.M. 1988 Poor test scores bar many minority students from teacher training. Chronicle of Higher Education 35(10):A1+32.


Galinsky, E., C.Howes, and S.Kontos 1995 Family Child Care Training Study. Los Angeles: Department of Education, University of California.

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×

Garwood, S.G., D.Phillips, A.Hartmen, and E.F.Zigler 1989 As the pendulum swings: Federal agency programs for children. American Psychologist 44(2)(Feb):434–440.

Gormley, W.T., Jr. 1992 Public hearings on child care. Young Children 48(1):40–42.

1995 Everybody’s Children: Child Care as a Public Problem. Washington, DC: The Brookings Institution.

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Howes, C., E.Smith, and E.Galinsky 1995 Interim Report on the Florida Quality Improvement Study. Los Angeles: Department of Education, University of California.


Kagan, S.L., and J.W.Newton 1989 Public policy report. For-profit and nonprofit child care: Similarities and differences. Young Children 45(1):4–10.

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Neuman, S.B., C.Copple, and S.Bredekamp 1999 Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Washington, DC: National Assocation for the Education of Young Children.


Ripple, C.H., W.S.Gilliam, N.Chanana, and E.Zigler 1999 Will fifty cooks spoil the broth? The debate over entrusting Head Start to the states. American Psychologist 12:351–372.


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CHAPTER 9

National Research Council 1999 How People Learn: Bridging Research and Practice. Committee on Learning Research and Educational Practice, M.S.Donovan, J.D.Bransford, and J.W.Pellegrino, eds. Washington, D.C.: National Academy Press.

Appendix

Farran, D. 2000 Another decade of intervention for children who are low income or disabled: What do we know now? Pp. 510–548 in Handbook of Early Childhood Intervention, 2nd edition, J.P.Shonkoff, and S.J.Meisels, eds. New York: Cambridge University Press.

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Eager to Learn: Educating Our Preschoolers Get This Book
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Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers--and learners--every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country.

What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses:

  • Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool.
  • The role of the teacher, the importance of peer interactions, and other relationships in the child's life.
  • Learning needs of minority children, children with disabilities, and other special groups.
  • Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning.
  • Preparation and continuing development of teachers.

Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.

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