Preschool

Nursery School - educational institution for children from two to four years of age. It is distinguishable from a day nursery in that it serves children of both working and nonworking parents, rarely receives public funds, and has as its primary objective to promote the social and educational adjustment of children, rather than to provide a daytime child-care service. The first nursery schools Read More...

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Preschool

1.

As the Twig Is Bent--Lasting Effects of Preschool Programs
by Consortium for Longitudinal Studies. 494 pgs.

Book

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Title Page

Members of the Consortium for Longitudinal Studies

Contents

CHILD PSYCHOLOGY

Acknowledgments

A Tribute to the Consortium

1: History and Background of Preschool Intervention Programs and the Consortium for Longitudinal Studies

Summary

References

2: The Early Training Project 1962-1980

Introduction

ACKNOWLEDGMENTS

References

3: The Effects of the Perry Preschool Program on Youths through Age 15--A Summary

Summary

ACKNOWLEDGMENTS

References

4: The Gordon Parent Education Infant and Toddler Program

Concluding Statement

ACKNOWLEDGMENTS

References

5: A Comparison of Five Approaches for Educating Young Children from Low-Income Homes

References

6: The Louisville Experiment: A Comparison of Four Programs

References

7: The Harlem Study: Effects by Type of Training, Age of Training, and Social Class

References

8: The Mother-Child Home Program of the Verbal Interaction Project

References

REFERENCES

9: The Micro-Social Learning Environment: A Strategy for Accelerating Learning

Conclusions

References

ACKNOWLEDGMENT

10: Long-Term Effects of Projects Head Start and Follow Through: The New Haven Project

References

REFERENCES

11: The Philadelphia Study: The Impact of Preschool on Intellectual and Socioemotional Development

Introduction

Summary and Conclusions

ACKNOWLEDGMENTS

References

12: The IDS Program: An Experiment in Early and Sustained Enrichment

Introduction

Overall Summary

ACKNOWLEDGMENTS

References

13: Pooled Analyses: Findings Across Studies

REFERENCES

References

14: Discussion and Implications of the Findings

Epilogue: We Never Promised You A Rose Garden, But One May Have Grown Anyhow

REFERENCES

Author Index

Subject Index
2.

Qualitative Research in Early Childhood Settings
by J. Amos Hatch. 256 pgs.

Book

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This collection brings together studies and essays that represent the best work being done in early childhood research. It includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.

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Title Page

Copyright Acknowledgment

Contents

Introduction: Qualitative Research in Early Childhood Settings

References

Part I: Studies

Chapter 1: The Emotional Culture of Infant Toddler Day Care

Notes

References

Chapter 2: Family Day Care as Mothering: a Study of Providers' Perspectives

References

Notes

Chapter 3: Heart, Mind, and Soul: Head Start as a Reminder of the Powerful Function of Schools for Their Communities

References

Chapter 4: Life History of a First Grade Teacher: a Narrative of Culturally Sensitive Teaching Practice

References

Chapter 5: Policy Issues in the Development of Child Care and Early Education Systems: the Need for Cross-National Comparison Sally Lubeck

Notes

References

Chapter 6: Qualitative Research in Early Childhood Settings: a Review

References

Appendix: Qualitative Research Texts Cited in Studies Reviewed

Part II: Methods, Ethics, and Theory

Chapter 7: Studying Childhood as a Cultural Invention: a Rationale and Framework

Notes

References

Chapter 8: Children in Context: Interpreting the Here and Now of Children's Lives

References

Chapter 9: Learning from Classroom Ethnographies: Same Places, Different Times

References

Chapter 10: Toward a Stronger Teacher Voice in Research: a Collaborative Study of Antibias Early Education

References

Chapter 11: Multiple Voices, Contexts, and Methods: Making Choices in Qualitative Evaluation in Early Childhood Education Settings

References

Chapter 12: Ethical Conflicts in Classroom Research: Examples from a Study of Peer Stigmatization in Kindergarten

References

Chapter 13: Post-Structural Research in Early Childhood Education

Notes

References

Index

About the Contributors
3.

Preschool and Early Childhood Treatment Directions
by Maribeth Gettinger, Stephen N. Elliott, Thomas R. Kratochwill. 270 pgs.

Book

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Title Page

Advances in School Psychology

Advisory Board

Contents

Preface

Overview

References

1: Model Programs and Service Delivery Approaches in Early Childhood Education

2: Young Children with Special Educational Needs

3: Parent Involvement in Early Childhood Services

4: Contribution of Peers to Socialization in Early Childhood

5: Development of Young Children in Stressful Contexts: Theory, Assessment, and Prevention

6: Computers and Early Childhood Education

References

Author Index

Subject Index
4.

Purposeful Play with Your Preschooler: A Learning-Based Activity Book
by Anthony C. Maffei, Teresa M. Hauck. 267 pgs.

Book

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Title Page

Foreword

Acknowledgments

Contents

Part I: Foundations

Chapter 1: Introduction

Chapter 2: Beginning Intellectual Development

Chapter 3: The Years from Two to Five

Chapter 4: Additional Limitations to Reasoning

Chapter 5: Language and Thinking

Chapter 6: The Concept of Number

Chapter 7: Space and Time

Chapter 8: Concluding Remarks

Part II: AC Tivitie S

Chapter 9: Before We Begin

Chapter 10: Activities at Home

Chapter 11: Activities in the Park

Chapter 12: Activities in the Car

Chapter 13: Activities at the Store

Chapter 14: Activities Anywhere

Appendixes

Appendix 1: Basic Equipment and Supplies

Appendix 2: Suggested Preschool Literature

Appendix 3: Suggested Preschool Recordings

Appendix 4: Suggested Preschool Videos

Appendix 5: Suggested Preschool Software

References

Bibliography

Suggested Readings

Index
5.

The First Five Years of Life: A Guide to the Study of the Preschool Child, from the Yale Clinic of Child Development
by Arnold Gesell, Henry M. Halverson, Helen Thompson, Frances L. Ilg, Burton M. Castner, Louise Bates Ames, Arnold Gesell, Catherine S. Amatruda. 393 pgs.

Book

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Title Page

Contents

Plates

Preface

Part One

Chapter I: Understanding the Preschool Child

Chapter II: The Nature of Mental Growth

Chapter III: The First Year of Life

Chapter IV: From One to Five

Chapter V: A Pictorial Survey of Preschool Behavior

Part Two

Chapter VI: Motor Development

Chapter VII: Adaptive Behavior

Chapter VIII: Language Development

Chapter IX: Personal-Social Behavior

Part Three

Chapter X: The Philosophy of a Developmental Examination

Chapter XI: The Conduct of the Developmental Examination

Chapter XII: Clinical Adaptations to Atypical Conditions

Chapter XIII: Individuality and Its Characterization

Chapter XIV: Developmental Supervision and the School Beginner

Examination Records and Arrangements

§ 10. Selected References

Index
6.

Head Start: The Inside Story of America's Most Successful Educational Experiment
by Edward Zigler, Susan Muenchow. 276 pgs.

Book

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Title Page

Contents

Preface

Acknowledgments

1: High Hopes

2: Miracle Workers

3: On the Defensive

4: My First Crisis

5: Maximum Feasible Parent Participation

6: Head Start Meets Child Care

7: Keeping the Experiment Alive

8: The Carter Surprise

9: Surviving the Reagan Years

10: Head Start: The Next Generation

Notes

Index
7.

Success in Early Intervention: The Chicago Child Parent Centers
by Arthur J. Reynolds, Edward Zigler. 261 pgs.

Book

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This book is a valuable source of information on the long-term effects of early intervention programs on the education of children living in economically disadvantaged areas and in other contexts. Early intervention programs such as Head Start enjoy popular and legislative support, but until now, policymakers and practitioners have lacked hard data on the long-term consequences of such locally and federally mandated efforts.
Success in Early Intervention focuses on the Child-Parent Center (CPC) program in Chicago, the second oldest (after Head Start) federally funded early childhood intervention program. Begun in 1967, the program currently operates out of twenty-four centers, which are located in proximity to the elementary schools they serve. The CPC program's unique features include mandatory parental involvement and a single, sustained educational system that spans preschool through the third grade.
Central to this study is a 1986 cohort of nearly twelve hundred CPC children and a comparison group of low income children whose subsequent activities, challenges, and achievements are followed through the age of fifteen. The lives of these children amply demonstrate the positive long-term educational and social consequences of the CPC program.

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Title Page

Contents

Illustrations

Tables

Preface

Acknowledgments

1: The State of Early Intervention

2: The Child-Parent Center Program and Study

3: Study Methods and Measures

4: Program Participation and Social Competence

5: Pathways of Program Effectiveness

6: Promoting Children's Success: Lessons for the Future

Appendix A: Descriptive Statistics for Study Sample in the Chicago Longitudinal Study

Appendix B: Coefficients for Sample Recovery/Attrition and Selective Attrition for Youth and Family Outcomes

Appendix C: Regression Analysis for Program Effects -- Ages 15 and 14

Appendix D: Estimated Effects for Measures of Program Participation Controlling for Sex of Child, Risk Status, and Parent Participation in School or Cpc Site Enrollment

Appendix E: Polychoric Correlations for Structural Models Estimated in Lisrel/Prelis

Appendix F: List of Child-Parent Centers in Chicago: Year Opened and Community Area

Appendix G: Map of Cpc Commumity Areas in Relation to U.S. Census Track Poverty Rates

Notes

References

Author Index

Subject Index
8.

The Payoff from a Quality Preschool, in Phi Delta Kappan
by Anne C. Lewis. 2 pgs.

Journal Article
9.

Preschool Children's Friendship and Peer Acceptance: Links to Social Competence, in Child Study Journal
by Eric W. Lindsey. 12 pgs.

Journal Article
10.

Educating the Young Thinker: Classroom Strategies for Cognitive Growth
by Carol Copple, Irving E. Siegel, Ruth Saunders. 266 pgs.

Book

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Title Page

Preface

Contents

Foreword

A Historical Perspective

Acknowledgements

1: The Teacher as a Decision Maker

2: On Educating the Young Thinker: A Perspective

3: A Day in the Preschool

4: Art and Construction

Suggested Resources

5: Music and Movement

Suggested Resources

6: Science

Suggested Resources

7: The Social-Affective Domain

Suggested Resources

8: Imaginative Play

Suggested Resources

9: Educating the Young Thinker: Strategies and Objectives

References

Appendix

Index
11.

Investing in Our Children: What We Know and Don't Know about the Costs and Benefits of Early Childhood Interventions
by Lynn A. Karoly. 160 pgs.

Book

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The authors find that well-targeted early intervention programs for at-risk children, such as nurse home visits to first-time mothers and high-quality preschool education, can yield substantial advantages to participants in terms of emotional and cognitive development, education, economic well-being and health.

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Title Page

Preface

Contents

Figures

Tables

Summary

Acknowledgments

Chapter One Introduction

Chapter Two Targeted Early Intervention Programs and Their Benefits

Chapter Three Comparing Costs, Savings, and Benefits

Chapter Four Issues Relevant to Investment Decisions

Appendix a Calculation of the Costs and Benefits of the Elmira Prenatal/Early Infancy Project

Appendix B Calculation of the Costs and Benefits of the Perry Preschool

References
12.

Pretend Play as Improvisation: Conversation in the Preschool Classroom
by R. Keith Sawyer. 204 pgs.

Book

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Title Page

Contents

Preface

Introduction: Play as Improvisational Performance

1 Play and Conversation

2 An Improvisational Theory Of Children's Play

3 Studying Pretend Play In the Preschool Classroom

4 Performance Style and Performances

5 Joining the Performance: The Metapragmatics of Play Entry

6 The Improvisational Exchange: Using Metapragmatic Strategies To Negotiate the Play Frame

7 The Performance of Play: Children's Group Improvisations

8 Improvisation and Development

References

Author Index

Subject Index
13.

Preschool Inclusion: What We Know and Where We Go from Here, in Topics in Early Childhood Special Education
by Samuel L. Odom. 7 pgs.

Journal Article
14.

Effects of Preschool Integration for Children with Disabilities, in Exceptional Children
by Kevin N. Cole, Paulette E. Mills, Philip S. Dale, Joseph R. Jenkins. 10 pgs.

Journal Article
15.

A Comparison of Developmental Gains for Preschool Children with Disabilities in Inclusive and Self-Contained Classrooms, in Topics in Early Childhood Special Education
by Annette Holahan, Virginia Costenbader. 12 pgs.

Journal Article
16.

Promoting Interactions among Preschoolers with and without Disabilities: Effects of a Buddy Skills-Training Program, in Exceptional Children
by Kris English, Howard Goldstein, Karin Shafer, Louise Kaczmarek. 15 pgs.

Journal Article

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