Eager to Learn Educating Our Preschoolers (2001) / Chapter Skim
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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, 123125, 126 Adaptability, 97, 105, 113 Adjustment to school, 49, 113, 144 Adolescence, mental health adjustment, 53 Index 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, 163 415
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See also Standardized tests for accountability reasons, 11, 12, 17, 20, 233, 240, 257-258 INDEX 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, 253254, 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, 137143, 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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INDEX research needs, 20, 320-321 of teacher preparation, 300 teachers as assessors, 16, 227228, 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, 84-85,123125, 126 to story reading, 187 teachers' ratings of children on, 84, 85, 91, 93 welfare status and, 91, 124, 126 Attention deficit disorder, 122, 123126, 254 Australia, 145 Austria, 26-27 Autism, 121,165,166,173, 254 Autonomy-heteronomy continuum, 163 417 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 KidsTM, 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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418 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 INDEX 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, 249251 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, 5052, 115-117, 190-191
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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, 173174, 176, 228-229
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420 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, 177178, 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 INDEX for children with disabilities, 122, 166, 168-169, 175-179, 276 computer arrangements, 226 cultural accommodations, 113114 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 highlevel 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, 4042,307 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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See also Social skills/ competence contextual support and, 44-45 knowledge and, 41, 306 narrative, 195 strategic, 43-44 writing, 195, 200 Competition/competitiveness, 162163, 226 Comprehensive Child Development Program, 143 Computers access to, 225 "Building Blocks" project, 229 421 children with disabilities and, 225, 226, 228-229 classroom placement strategies, 226 curriculum and, 228-230 drill-and-practice software, 226227, 228, 229, 230 games, 226 gender differences in use, 228 learning opportunities, 16, 226227, 228-229 math software, 229 and metacognition, 229-230 observational opportunities, 227228 professional development opportunities, 16 and social interaction, 16, 225226 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, 183184 Costs to parents, 24, 27
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422 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, 108109 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, 6364, 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 INDEX 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, 314315, 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, 186200, 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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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, 226227, 228, 229, 230 Duration of programs, 20, 131, 134, Dynamic assessment, 246-247 Dynamic Indicators of Basic Early Literacy Skills, 247 Eagerness to learn, 84, 85, 87, 89, 91, 93, 208-209
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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, 6465,67,137 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 INDEX 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, 257259 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, 8,188,189190, 194, 195 grapheme-phoneme correspondence, 188 language outcomes, 8,189,190194, 200, 307 letter and early word recognition, 10,188, 193-194 listening comprehension, 194 Little Books intervention, 192
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See Culture/race/ ethnicity European preschool programs, 160 Even Start, 143 Experience, and brain development, 53, 54, 56, 306
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, 55 asp~rahons and expectahons 4 ' ' Fund~n~sources 33 ~ inOECD countries 24 27 influences on learning, 4, 33, 48- ' 49 linguistic orientation, 33 literacy programs, 4 and peer relations, 52 social support, 64 stress and poverty, 33 Family and Child Experiences Survey (FACES) , 142-143 Family Development Research Program, 134-135 Family to Family training program, 273-274 Fear of strangers, 113 Fearful inhibition, 100 Federal funding, 17-18 Feuerstein, Reuven, 245 Field trips, 216 Fighting, 103,105,107, 109 Fine motor skills, 117-119 Finland, 26-27 Fischer, Kurt, 44-45 Florida Child Care Improvement Study, 263, 276 Florida Pre-K Early Intervention Program, 282-283 Foundation for Child Development, 4,30 Fragmentation of early childhood system, 20 France, 24, 26-27, 161, 162 French, Lucia, 112 Freud, Sigmund, 133 Freudian theory, 4 G Gelman, Rochel, 43, 221n.2 Gender differences in activity levels, 123 in articulation, 123, 126 in arts and crafts with family, 79 in attentiveness, 84-85, 91, 122, 123, 126 books and music recordings in the home, 70-73 in computer use, 228 in developmental difficulties, 123 in eagerness to learn, 84, 91 in language learning, 60 in literacy skills, 65-69 in math proficiency, 82 in motor skills, 117, 118, 120, 123 in print familiarity, 65, 66-67 in problem/antisocial behaviors 92, 102-103, 106-107 in prosocial behaviors, 89, 94-95, 98-99 in reading proficiency of kindergartners, 68-69 in skills, 6 in song singing by family, 78 in story reading and telling by family, 74-75 in task persistence, 84, 86, 90 Generalized event representations, 209
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' ' . HomeInstruchon Program for Engl~sh-language learners In, 157 evaluation studies, 242, 258 experimental intervention programs, 141-142, 196-197, 200 parent involvement, 141, 149 performance standards, 242, 258 259, 276n.1, 295, 298 quality of, 155 research base, 130-131, 141-142 sound foundations program, 196-197, 200 teacher preparation, 264, 272, 276n.1, 297, 299-300 teaching strategies, 217 literacy-enhancing, 190, 194 measures of quality of, 155 Preschool Youngsters (HIPPY)
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, 122, 165-167 Infant Health and Development Program, 134-135 Infants attachment security, 51 attentiveness indicators, 37-38 emotional communication with adults, 48 exploration abilities, 37 interaction with caregivers, 216 language development, 60, 76 learning capacity, 37-38 numerical thinking, 73, 76, 200201 object recognition, 38 parent interaction with, 48, 64, 216 play, 216 postnatal brain development, 54 response to number change, 73, 76 scientific reasoning, 207-208 self-regulation, 51 temperament, 96 Inhibited children, 97, 100, 104 Instruction. See also Teaching strategies and cognitive development, 43 large-group, 112 Instructional assessment, 249-252 Intensity of programs, 131,132,135, 141 Interaction styles, 63, 115-117 INDEX Interest, and development, 109-110 Internalized control, 100 International preschool programs.
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See also Speech; individual languages book and print awareness, 191 and brain circuitry, 57 child-caregiver interaction and, 44, 62, 149-150, 157 child-parent relationship and, 64, 67, 220 in children with disabilities, 121122, 170-171, 173-174, 176, 228-229 class size and, 145 computer use and, 228-229 content standards, 281, 283, 285, 287, 289, 291, 293, 295 culture/ethnicity and, 63-64,116 curriculum and, 9, 17, 137, 184, 211 212 ' Learning delays, 61-62, 72-73,166,171, 173-174, 189, 223 429 in economically disadvantaged children, 61, 64-65, 67,137 emergent literacy and, 8, 189, 190-194, 200, 307 in English-language learners, 159 first word, 61 holistic learning approach, 62 hours of out-of-home care and, 157 impairments and, 72-73 implications of, 65-81 letter and early word recognition, 193-194 listening comprehension, 194 Little Books intervention, 192 milieu approach, 171 narratives and, 193 naturalistic approach, 171 outcomes, 157, 190-194 parent involvement and, 173-174 in play, 215, 216, 217-218 positive reinforcement, 193 print functions and, 190,191 quality of programs, 7, 8,133, 136, 137, 139, 170-171 rates of, 60-62 recognizable words, 61 referential bias approach, 62 shared reading and, 196-200 "silent period," 62, 116 sociodramatic play and, 192 socioeconomic status and, 61, 6465, 67 and socialization, 63 sources of differences, 63-65 talkativeness and, 62 teacher-child ratios and, 7, 145 teacher qualifications and, 150 teaching strategy and, 139,171, 223-224 vocabulary, 60, 61, 62, 67,149150, 153-154, 174, 190, 195, 212 attachment security and, 2, 85 behaviorist view of, 4, 39, 47, 266
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430 behaviors of teachers associated with, 268 beliefs of teachers about, 266-267 and brain circuit organization, 54-55 child-caregiver interaction and, 7, 32-33, 67, 69 child-child relationships and, 85, 221-222, 307 computers and, 16, 226-227, 228229 constructivist theory of, 54-55, 57-58, 214, 266, 302 contextual considerations, 46, 85 cooperative, 221 cultural differences in styles, 115 didactic view of, 266 disabilities, 167 by economically disadvantaged children, 130, 131 infants' capacity for, 37-38 interest and, 110 motivation and, 163-164 new languages, 57, 116 observational, 116 peer-assisted, 113 principles of, 10,184-185,188, 262, 308 quality of programs and, 130, 131, 133 research base on, 25, 28, 34-35 romantic view of, 266 sociocultural theory of, 42, 214, 215, 266 socioemotional context, 46, 85 unifying theory of, 266 Learning approaches differences in, 6, 60, 84 language development and, 62 metacognitive, 8, 10, 43-44, 185 self-motivated efforts, 38 verbal/analytic style, 115 visual/holistic style, 115 Leong, Deborah, 218-219 Letter recognition, 10, 65, 68-69,141, 188, 193-194, 195 INDEX Lewis, Catherine, 163 Liberian Kpelle farmers, 111-112 Library visits, 190 Linguistic awareness, 197, 200 Listening comprehension, 194 Literacy skills. See also Emergent literacy assessment of, 215 books and music recordings in the home and, 70-73 cultural, 183 family programs, 4 functional, 262 gender differences in, 65-69 play and, 215 print familiarity, 65, 66-67 and reading readiness, 65-69 Little Books intervention, 192 Locke, John, 39 Louisiana Preschool Block Grant, 284-285, 296, 297 M Maine, 286-287, 297 Mand-model, 171 Marx, Karl, 39 Maryland Extended Elementary Education Program, 286-287296n.3 Massachusetts, 203, 286-287, 295, 296 Maternal behavior, 44 Maternal depression, 8, 64, 65, 308 Maternal education, 8, 308 and activity level of children, 123, 125, 126 and articulation difficulties of children, 123,125, 126 and arts and crafts with children, 79,81 and attentiveness of children, 91, 93, 123, 125, 126 and books and music recordings in the home, 70-73
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written computations, 45-46, 204 proficiency, by child and family characteristics, 80, 82-83 quantity concept, 10,17, 76-77, 201, 220-221, 242 rate of learning, 76 socioeconomic status and, 77, 8081, 202 teaching strategies, 43, 83 word problems, 77, 204 Mead, Margaret, 110 Measurement skills, 206 Measurement validity, 11 Medical and dental care for children, 131 Memorization/rote learning, 8, 267 Memory functional familiarity and, 46 literacy skills, 197, 200 strategies, 43, 44, 136, 218 Mental number line, 76-77, 202-203 Mental representations, 209 Mental retardation, 165, 254 Mental tools, 43, 45-46 Mentoring of teachers, 15 Meta-analysis of brain imaging studies, 55-56 of interventions for children with disabilities, 167-168
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432 Metacognition, 8, 10, 43-44, 185, 205, 229-230, 308 Metalinguistic abilities, 218 Methods, defined, 34 Michigan School Readiness Program, 288-289, 297 Midfrontal cortex, 101 Milieu teaching, 171 Milwaukee Project, 134-135 Minnesota Learning Readiness, 288289 Model programs comparison studies, 137-143,152 curriculum, 135 for economically disadvantaged children, 128-129,130, 132-133 Modeling of approaches, 45,156, 173 Montana, 275 Montessori, Maria, 133 Montessori approach, 183 Montreal child care centers, 155 Moral internalization, 100 Motivation, 6, 60,108-110,163-164, 194, 216, 217, 227 Motor development. See also Fine motor skills; Gross motor skills and academic success, 117 assessment of, 117, 246 by child and family characteristics, 118-121, 123125 content standards, 280, 282, 284, 286, 288, 290, 292, 294 culture/race/ethnicity and, 118, 119, 120-121, 124-125, 126 parents' reports of developmental difficulties, 123-125, 126 play and, 216 variations in, 59, 117 Muscular dystrophy, 121 Music, 9, 70-73,185 Mutual friendships, 52 INDEX N Narrative competence, 195 National Association for the Education of Young Children 144, 271, 278, 295, 298, 300, 301 National Board for Professional Teaching Standards, 298, 299, 300-301 National Center for Education Statistics, 65, 77, 84, 88,122 National Council for Teachers of English, 278 National Council for the Accreditation of Teacher Education, 14, 298, 302, 312 National Council of Teachers of Mathematics, 244, 278 National Day Care Study, 145 National Education Goals Panel, 241 National Institute of Child Health and Human Development, Study of Early Child Care, 156-157 National Institute on Early Childhood Development and Education, 271 National Research Council, 3,184, 262 Committee on Developments in the Science of Learning, 267 Committee on the Foundations of Assessment, 242 Nature-nurture debate, 5, 54, 58 Naughty Teddy puppet, 41 Navaho language and culture, 63, 113, 115 Nebraska Early Childhood Projects, 288-289, 295 Negative communication, 48 Neuroimaging, 55-56, 101 Neuronal specificity, 54 New, Rebecca, 161 New Jersey Early Childhood Program Aid, 288-289, 297
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See also Maternal education and cognitive performance of children, 64, 65 in therapy for children with disabilities, 174 trend, 148 433 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, 174175 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 TestRevised (PPVT-R) , 153,155 Pedagogy.
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, 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.
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See also Head Start 435 Prosocial behavior, 88-89, 94-97, 98101, 139, 177-178 Public attitudes, about children with disabilities, 165 Public programs, quality of, 130131, 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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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, 6569, 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, 316317
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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 quasiexperimental design, 326-328 generalizability of results, 136137, 138, 163, 176, 324-325 methodological problems, 137138,140,162 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, 1920, 310, 319-321 437 for universal early childhood programs, 321-322 Residential facilities, 169 Resource rooms, 168-169 Reviewing related information, 43 Rhyming and alliteration, 195 RightstartTM, 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!
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438 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, 9495 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, 102103, 106-107 prosocial behavior of children, 98-99 INDEX reading proficiency of children, 68-69 song singing with children, 78 story reading and telling in, 7475 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, 177178 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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From page 439... ...
INDEX 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, 6162,67,196 and mathematics skills, 77, 80 and physical development, 6 and reading ability, 69, 72 and risk of school failure, 8, 308309 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, 172173, 176, 177-178 classroom environment and, 50, 58,172 culture/ethnicity and, 104,110117 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, 172-173 439 research needs, 19 social organization and, 112-114 sociolinguistics and, 114 Sociolinguistics, 114 Song singing, 67, 78, 80 Sound foundations program, 196197 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.
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From page 440... ...
See also Child care programs; Standards of practice and academic achievement of students, 262 as assessors, 260 and behavior of children, 149150 and behavior of teachers, 265, 268, 273-274 and beliefs and practices, 263267, 269, 273, 275 child development associate credential, 17, 263, 297, 299300 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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From page 441... ...
INDEX evaluation of, 15, 17, 263, 267269, 272-274 in-service education, 15, 152, 263, 264, 265, 272-275, 276, 310 and interactions with children, 271, 273 international standards, 24, 161162 in model programs, 131, 133, 135, 141, 149-150, 264, 272 outside consultants for teacher support, 151-152, 176 preservice education, 14,15, 270272, 276, 298, 310, 312-313 professional development, 9,1315, 16-17, 263-267, 270, 275276, 309, 311-314, 316 and quality of preschool programs, 8, 9,149-150, 162163, 164, 224, 263, 272, 273, 309 racial/cultural imbalances in, 299 recommended, 13-15, 16-17, 311314, 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, 264267 career ladders, 17-18, 317 certification of, 298-300 compensation, 150,162, 300, 317 critical characteristics, 268-269 441 curriculum guidelines for, 15-16, 215 efficacy of, 269 perceptions of children's learning attributes, 84-85, 91, 93 reflection on practice, 9, 15, 151153 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, 102105 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, 139140 beliefs about subject matter and, 264-267 child-initiated instruction, 138139, 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, 111,162164, 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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From page 442... ...
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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From page 443... ...
INDEX 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, 294295 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, 91 443 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, 43,45,214,215,219,220,245246
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