Burger K. Effective Early Childhood Care and Education: Successful Approaches and Didactic Strategies for Fostering Child Development
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Burger K. Effective Early Childhood Care and Education: Successful Approaches and Didactic Strategies for Fostering Child Development // Preschool Education Today. 2017, Issue 3 -
p. 48–62.
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Abstract
This research article attempts to determine strategies that can be used to support children’s cognitive and social-emotional development in early childhood care and education programs. By synthesizing empirical evidence about pedagogical techniques that promote children’s competencies, the article aims to identify those characteristics of programs that ultimately contribute to the effectiveness of early childhood care and education. In particular, the article summarizes strategies that foster children’s acquisition of language, math, and social-emotional skills. In so doing, it responds to the needs of program staff who struggle to understand and address the numerous developmental needs of young children and it provides concrete guidance for policymakers and management personnel who aim to design purposeful programs which benefit child development effectively.
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12. Clements, D. H., and J. Sarama. 2007. “Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project.” Journal for Research in Mathematics Education 38 (2): 136–163.
13. Clements, D. H., J. Sarama, M. E. Spitler, A. A. Lange, and C. B. Wolfe. 2011. “Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial.” Journal for Research in Mathematics Education 42 (2): 127–166.
14. Denham, S. A. 2006. “Social-Emotional Competence as Support for School Readiness: What is it and how do we Assess it?” Early Education & Development 17 (1): 57–89.
15. Domitrovich, C. E., R. C. Cortes, and M. T. Greenberg. 2007. “Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum.” The Journal of Primary Prevention 28 (2): 67–91.
16. Esser, H. 2006. Migration, Language and Integration (AKI Research Review 4). Berlin: Arbeitsstelle Interkulturelle Konflikte und gesellschaftliche Integration.
17. Grant, C. B., and A. D. McLaughlin. 2001. Language-Meaning-Social Construction: Interdisciplinary Studies. New York: Rodopi.
18. Griffin, S. A. 2004. “Building Number Sense with Number Worlds: A Mathematics Program for Young Children.” Early Childhood Research Quarterly 19: 173–180.
19. Griffin, S. A., R. Case, and R. S. Siegler. 1994. “Rightstart: Providing the Central Conceptual Prerequisites for First Formal Learning of Arithmetic to Students at Risk for School Failure.” In Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, edited by K. McGilly, 25–49. Cambridge, MA: MIT Press.
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22. Haden, C. A., E. Reese, and R. Fivush. 1996. “Mothers’ Extra-Textual Comments During Storybook Reading: Stylistic Differences Over Time and Across Texts.” Discourse Processes 21 (2): 135–169.
23. Hancock, T. B., and A. P. Kaiser. 2006. “Enhanced Milieu Teaching.” In Treatment of Language Disorders in Children, edited by R. J. McCauley and M. E. Fey, 203–236. Baltimore: Brookes.
24. Hart, B., and T. Risley. 1975. “Incidental Teaching of Language in the Preschool.” Journal of Applied Behavior Analysis 8 (4): 411–420.
25. Hart, B., and T. Risley. 1995. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Brookes.
26. Hart, B., and T. Risley. 1999. The Social World of Children Learning to Talk. Baltimore: Brookes.
27. Hollingsworth, J., and S. Ybarra. 2009. Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson. Thousand Oaks: Corwin.
28. Hurtado, N., V. A. Marchman, and A. Fernald. 2008. “Does Input Influence Uptake? Links between Maternal Talk, Processing Speed and Vocabulary Size in Spanish-Learning Children.” Developmental Science 11 (6): F31–F39.
29. Huttenlocher, J., W. Haight, A. Bryk, M. Seltzer, and T. Lyons. 1991. “Early Vocabulary Growth: Relation to Language Input and Gender.” Developmental Psychology 27 (2): 236–248.
30. Jordan, N. C., D. Kaplan, C. Ramineni, and M. N. Locuniak. 2009. “Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes.” Developmental Psychology 45: 850–867.
31. Joseph, G. E., and P. S. Strain. 2003. “Comprehensive Evidencebased Social-Emotional Curricula for Young Children: An Analysis of Efficacious Adoption Potential.” Topics in Early Childhood Special Education 23 (2): 62–73.
32. Juffer, F., M. J. Bakermans-Kranenburg, and M. H. van Ijzendoorn. 2005. “Enhancing Children’s Socioemotional Development: A Review of Intervention Studies.” In Handbook of Research Methods in Developmental Science, edited by D. M. Teti, 213–232. Malden: Blackwell.
33. Kaiser, A. P., and J. A. Trent. 2007. “Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development.” In Handbook of Developmental Disabilities, edited by S. Odom, R. Horner, M. Snell, and J. Blacher, 224–246. New York: Guilford.
34. Kaiser, A. P., P. J. Yoder, and A. Keetz. 1992. “Evaluating Milieu Teaching.” In Causes and Effects in Communication and Language Intervention, edited by S. Warren and J. Reichle, 9–47. Baltimore: Brookes.
35. Kazdin, A. E., D. K. Esveldt, N. H. French, and A. S. Unis. 1987. “Effects of Parent Management Training and Problem-Solving Skills Training Combined in the Treatment of Antisocial Child Behavior.” Journal of the American Academy of Child and Adolescent Psychiatry 26 (3): 416–424.
36. Kinder, D., and D. Carnine. 1991. “Direct Instruction: What it is and what it is Becoming.” Journal of Behavioral Education 1 (2): 193–213.
37. Klein, A., P. Starkey, D. Clements, J. Sarama, and R. Iyer. 2008. “Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment.” Journal of Research on Educational Effectiveness 1 (3): 155–178.
38. Korczak, J. 1991. When I am Little Again / The Child’s Right to Respect. Lanham: University Press of America.
39. Korczak, J. 2008. Wie man ein Kind lieben soll [How to love a child]. Göttingen: Vandenhoeck & Ruprecht.
40. Kraft, B. L., and R. M. Santos. 1997. “Integrating Effective Teaching Literature with Literature on Instruction in the Natural Environment.” Exceptionality: A Special Education Journal 7 (2): 139–141.
41. Landry, S. H., P. R. Swank, K. E. Smith, M. A. Assel, and S. B. Gunnewig. 2006. “Enhancing Early Literacy Skills for Preschool Children: Bringing a Professional Development Model to Scale.” Journal of Learning Disabilities 39 (4): 306–324.
42. LeBlanc, L. A., J. Esch, T. M. Sidener, and A. M. Firth. 2006. “Behavioral Language Interventions for Children with Autism: Comparing Applied Verbal Behavior and Naturalistic Teaching Approaches.” The Analysis of Verbal Behavior 22: 49–60.
43. Lever, R., and M. Sénéchal. 2011. “Discussing Stories: On How a Dialogic Reading Intervention Improves Kindergartners’ Oral Narrative Construction.” Journal of Experimental Child Psychology 108: 1–24.
44. Mashburn, A. J., L. M. Justice, J. T. Downer, and R. C. Pianta. 2009. “Peer Effects on Children’s Language Achievement During Pre-Kindergarten.” Child Development 80: 686–702.
45. McMahon, S. D., J. Washburn, E. D. Felix, J. Yakin, and G. Childrey. 2000. “Violence Prevention: Program Effects on Urban Preschool and Kindergarten Children.” Applied and Preventive Psychology 9: 271–281.
46. Mervis, C. B. 1983. “Acquisition of a Lexicon.” Contemporary Education 8 (3): 210–236.
47. Mol, S. E., A. G. Bus, and M. T. DeJong. 2009. “Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language.” Review of Educational Research 79 (2): 979–1007.
48. Nadel, J., and D. Muir, eds. 2005. Emotional Development. Oxford: Univ. Press.
49. NICHD. 2000. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction (Reports of the subgroups). Rockville: National Reading Panel. Accessed June 6, 2012. www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
50. Oller, D. K., R. E. Eilers, D. Basinger, M. L. Steffens, and R. Urbano. 1995. “Extreme Poverty and the Development of Precursors to the Speech Capacity.” First Language 15: 167–187.
51. Penno, J. F., I. A. Wilkinson, and D. W. Moore. 2002. “Vocabulary Acquisition from Teacher Explanation and Repeated Listening to Stories: Do they Overcome the Matthew Effect?” Journal of Educational Psychology 94 (1): 23–33.
52. Powell, D., and G. Dunlap. 2009. Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 years and their Families (roadmap to effective intervention practices). Tampa: University of South Florida.
53. Ramani, G. B., and R. S. Siegler. 2008. “Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games.” Child Development 79: 375–394.
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