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 Products
Early Developments
Spotlights
Policy Briefs
Fact Sheets
Case Studies
Technical Reports
Features:
Combined SWEEP and Multi-State Study
of Pre-Kindergarten Findings
Regulation of Child Care and Transition
to Kindergarten: Policy Briefs and Fact Sheets
Education for Four-Year-Olds: State Initiatives
Supplemental Report
New Family Literacy Bibliography
Education in the Early Years
Ear Infections & Language Development Brochure
The Children of the Cost, Quality, and Outcomes
Study Go To School
Surveys from NCEDL Research
 Archived
Publications
Spotlights 1998, 1999,
2000, 2001
Early Developments 1997, 1998, 1999,
2000, 2001, 2002
Latest Findings
- Clifford, R. M., Barbarin, O., Chang, F., Early, D. M., Bryant,
D., Howes, C., Burchinal, M., & Pianta, R. (2005). What is
pre-kindergarten? Characteristics of public pre-kindergarten programs. Applied Developmental Science, 9 (3), 126-143.
- Pianta, R., Howes,
C., Burchinal, M., Bryant, D., Clifford, R. M., Early, D. M., & Barbarin,
O. (2005). Features of pre-kindergarten programs, classrooms, and
teachers: Prediction of observed classroom
quality and teacher-child interactions. Applied Developmental
Science,
9 (3), 144-159.
NOTE: Please contact LEA for permission to reprint these materials (above).
- Clifford, R. M., Bryant, D. M., & Early, D.
M. (2005). What we know about pre-K programs. Principal,
85 (1), 20-24
- Combined SWEEP and Multi-State Study of Pre-Kindergarten Findings
- Multi-State Study of Pre-K Findings
Online Publications
| PDF Files
NCEDL online publications are available in Adobe's Portable
Document Format (PDF). PDF files offer superior printing capabilities
and can be viewed on a wide variety of platforms with Adobe's
free Acrobat Reader. Click on the Get Acrobat Reader link
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Early Developments
Our award-winning
magazine focuses on research, training, & technical
assistance projects of the FPG Development Center. Each issue also
contains
a special section on the work at NCEDL.
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Interventions
[Fall 2005, Volume 9, #2]
Back to School at High Speed... Cool Off Preschool Aggression... Partners
for Literacy... Nuestros Niños Early Language and Literacy Project... Collaborative
Consultation as a Key to Child Care Quality... New FPG products... Recent
Publications... [PDF
File, 1.9MB] |
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NCEDL
Pre-kindergarten Study
[Spring 2005, Volume 9, #1]
Pre-K Education in the States... Who Goes to Pre-K and How Are They Doing?...
Who Are the Pre-K Teachers? What Are Pre-K Classrooms
Like?... How is the Pre-K Day Spent? [PDF
File, 1.5MB] |
Award-winning
issue! |
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Program
Evaluation
[Fall 2004, Volume 8, #3]
Program Evaluation at FPG... How Smart a Start?... Much More at Four... Making
the Literacy Connection... Can Song & Dance Improve Kids' Chances... Center
Illuminates
Early Childhood Outcomes...
FPG Publications [PDF File, 1.3MB] |
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Fragile
X Syndrome
[Summer 2004, Volume 8, #2]
Director's Notes... Going the Distance with FXS... All
in the Family... Screening Newborns for FXS... The Behavioral
Challenge...
Speech, Language and FXS... Finding Clues in Family Videos...
Fragile x Info Center... Learn More About FXS at FPG...
FPG
Publications [PDF File, 1MB] |
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Diversity
[Spring 2004, Volume 8, #1]
Director's Notes... Nuestros Niños... Taking Up the Challenge...
Bringing Diversity to Early Childhood Workforce... Secrets to
Success... Social Identity in Diverse Schools... Finding the
Stars in a Multi-Colored Sky... FPG Publications... Afterward:
From Different Worlds [PDF
File, 1MB] |
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Rating
Early Childhood Environments
[Fall 2003, Volume 7, #2]
Director's Notes... A Place for Eliot... A Whole New Yardstick...
A Giant in Her Field... A Star Performer... Roadmaps to Quality...
FPG Publications... NCEDL Meets with State Representatives...
NCEDL Publications [PDF File, 1MB] |
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Professional
Development
[Spring 2003, Volume 7, #1]
Research Central... Making It Real: Preparing Students to be
Effective Practitioners... Elevating the Educators: The Quest
for Quality Begins with Effective Faculty... Teaching 4-8 Year
Olds... NCEDL News [PDF File, 844K] |
Go to ED Archive for older
Early Developments
Spotlights
2005 Issues
No. 39• March 2005 • Teacher
programs Surveyed for Special Ed Preparation
(PDF File, 58K)
2003 Issues
No. 38 • July 2003 •
New book offers transition approach
(PDF File, 87K)
2002 Issues
No. 37 • November 2002 •
Teaching 4-8 year olds
(PDF File, 107K)
No. 36 • April 2002 •
Child care licensing
(PDF File, 42K)
No. 35 • March 2002 •
Transition to kindergarten
(PDF File, 58K)
No. 34 • January 2002 •
Pre-K initiatives in 2 more states
(PDF File, 46K)
Go to Spotlights Archive
for older Spotlights
Policy Briefs
Fact Sheets
Case Studies
NCEDL has developed a series of case stories that can be used for
early childhood teacher preparation and staff development. The case
stories are narrative descriptions of situations likely to be encountered
by practitioners. These cases present a dilemma from the point of
view of a practitioner or group of practitioners. As in real life,
the situations are complex, with multiple factors contributing to
the problem(s). There is no one obvious solution but, rather, several
alternative solutions.
Each case story includes a set of discussion questions.
- Pink Slip: Child care staff
face angry parents over one child’s biting.
- Big Business: A child care staff
member informs an inspector that the children have not been receiving
their milk.
- Jack and Jill—and Sam?:
A child care center struggles to learn how to include a child
with special needs.
- Family Profiles:
Four profiles of families for whom child care/higher quality
child care is needed.
The stories have been designed to be taught by the Case Method
of Instruction (CMI). We invite you to visit the CMI-Outreach
Project site.
Technical Reports
Detailed reports on specific projects by NCEDL researchers. Most
include a shorter executive summary, graphics, and so forth. Written
in PDF format and can be downloaded.
Technical Report #3
- Diversity and Directions
in State Pre-kindergarten Programs The
potential efficacy of high quality pre-kindergarten (pre-k) programs
for improving children’s school readiness has led many
states to consider sponsoring pre-k programs under the auspices
of public education. In deciding to implement pre-k programs,
states are faced with policy issues related to program finances,
eligibility, and location. Once committed to offering pre-k,
states must also decide program standards especially with regard
to ratios and group size, teaching staff, curriculum, and program
duration. This report summarizes results of a survey of state
pre-k programs, addresses policy and program choices, and provides
a picture of the exceptionally diverse nature of state-funded
pre-kindergarten. [PDF file, 489k]
Technical Report #2
Technical Report #1
- The Children of the Cost, Quality,
Outcomes Study Go To School High-quality child care positively
affects children's cognitive and social skills through the second
grade, according to a major national study by researchers at four
universities, including researchers at FPG and the National Center
for Early Development & Learning at UNC-Chapel Hill. Children
in quality care programs when they were 3 and 4 years old scored
better on math, language and social skills development through
the early elementary years than children in poor-quality care.
Researchers, who began following these children 4 years ago as
part of the Cost, Quality & Outcomes Study, say policy implications
are significant. [PDF file, 1.1MB]
- The Children of the Cost, Quality,
Outcomes Study Go To School-Executive
Summary [PDF file, 957k]
Other Online Publications
Combined
SWEEP and Multi-State Study of Pre-Kindergarten Findings
This report is the first presentation of the combined
data from these two studies. It provides a descriptive picture
of pre-k children and classrooms, only. This report is a “first
glance” at what pre-kindergarten looks like. Check this website
regularly for information on where to find future results.
New Family
Literacy Bibliography
A new 53-page annotated bibliography summarizes writings and research
on family literacy and family literacy programs. Geared toward program
staff, researchers, community leaders, and policymakers, it covers
conceptual issues, studies related to family literacy programs and
practices, program development, assessment and curriculum. It also
includes topics such as emergent literacy, adult literacy, parent-child
interaction, and intergenerational programs. Family
Literacy: An Annotated Bibliography is posted here as
an HTML file.
Education
in the Early Years
Educators, researchers and legislators from Europe, Australia,
and America came together to talk about the "single most important
investment we can make" as Georgia Gov. Zell Miller said. That
investment is providing early education opportunities for the nation's
young children. A report from the conference.
Ear Infections &
Language Development
A new NCEDL publication explains how ear infections may affect
a child's language development and what you can do to help. Funding
for this brochure was provided by the
National Institute on Early Childhood Development and Education
(NIECDE). It is now available online. The brochure is available
in the following two formats…
Successful
Kindergarten Transition: Your Guide to Connecting Children, Families,
and Schools
A new book, “Successful Kindergarten Transition: Your Guide
to Connecting Children, Families, and Schools," has been published
by NCEDL researchers Robert C. Pianta and Marcia Kraft-Sayre.
The 128-page book is a how-to handbook with field-tested methods
to help schools and programs make successful kindergarten transitions.
More info...
Publications Available from Other Sources
Academic Publications
Constituent Participation
- Winton, P., Sloop, S., & Rodriguez, P. (1999). Parent education:
A term whose time is past. Topics in Early Childhood Special
Education, 19(3), 157-161.
Early Intervention
- Aytch, L. S., Cryer, D., Bailey, D. B., & Selz, L. (1999).
Defining and assessing quality in early intervention programs
for infants and toddlers with disabilities and their families:
Challenges and unresolved issues. Early Education and Development,
10, 7-23.
- Bailey, D. B., Aytch, L. S., Odom, S. L., Symons, F., &
Wolery, M. (199). Early intervention as we know it. Mental
Retardation and Developmental Disabilities Research Review, 5,
11-20.
- Bailey, D. B., McWilliam, R. A., Darkes, L. A., Hebbler, K.,
Simeonsson, R., Spiker, D., & Wagner, M. (1998). Family outcomes
in early intervention: A framework for program evaluation and
efficacy research. Exceptional Children, 64, 313-327.
- Bryant, D., Vizzard, L. H., Willoughby, M., & Kupersmidt,
J. (1999). A review of interventions for preschoolers with aggressive
and disruptive behavior. Early Education and Development, 10(1),
47-68.
- Winton, P.J. (2000). Early childhood intervention personnel
preparation: Backward mapping for future planning. Topics in
Early Childhood Sepcial Education, 20(2), 87-94.
- Winton, P.J., & Winton, R.E. (2000). Family systems. In
j. Solomon (Ed.), Pediatric skills for occupational therapy
assistants. St. Louis, MO: Mosby.
Infants and Toddlers
- Cryer, D. & Harms, T. (Eds.). (2000). Infants and Toddlers
in Out-of-Home Care. Baltimore: Paul H. Brookes Publishing
Co.
- Bailey, D., Bruer J., Symons, F., & Lichtman, J. (Eds.).(2001).
Critical Thinking about Critical Periods. Baltimore: Paul
H. Brookes Publishing Co.
Methods & Measurement
- Bradley, R. H., Corwyn, R.F., & Whiteside. (1997). Life
at home: Same time, difference places: An examination of the HOME
- Burchinal, M. R. (1999). Statistical methods for describing
developmental patterns. Early Education and Development, 10,
83-99.
Quality
- Burchinal, M.R. (1999). Child Care experiences and developmental
outcomes. The Annals of the American Academy of Political and
Social Sciences, 563, 73-97.
- Burchinal, M.R., Peisner-Feinberg, E., Bryant, D.M., & Clifford,
R. (2000). Children's social and cognitive development and child-care
quality: Testing for differential associations related to poverty,
gender, or ethnicity. Applied Developmental Science, 4,
149-165.
- Cryer, D. (1999). Defining and assessing early childhood program
quality. The Annals of the American Academy of Political and
Social Sciences, 563, 39-55.
- Cryer, D., & Phillipsen, L. (1997). Quality details: A close-up
look at child care programs strengths and weaknesses. Young
Children, 52, 51-61.
- Cryer, D., Tietze, W., Burchinal, M., Leal, T., & Palacios,
J. (1999). Predicting process quality from structural quality
in preschool programs: A cross-county comparison. Early Childhood
Research Quarterly, 14(3), 339-361.
- Gallagher, J.J., Rooney, R., & Campbell, S. (1999). Child
care licensing regulations and child care quality in four states.
Early Childhood Research Quarterly, 14(3), 313-333.
- Harms, T., & Cryer, D. (Eds.). (2000). Infants and toddlers
in out-of-home care. Baltimore: Paul H. Brookes.
- Helburn, S. Y., & Howes, C. (1996). Child care cost and
quality. The Future of Children: Financing Child Care, 6,
62-82.
- Howes, C. (1997). Children's experiences in center based child
care as a function of teacher background and adult: Child ratio.
Merrill-Palmer Quarterly, 43, 404-425.
- Howes, Carollee (Ed.). (2003). Teaching 4 to 8-year-olds: Literacy,
Math, Multiculturalism and Classroom Community. Baltimore: Paul
H. Brookes Publishing Co.
- Peisner-Feinberg, E., & Burchinal, P. (1997). Relations
between preschool children's child care experiences and concurrent
development: The cost, quality and outcomes study. Merrill-Palmer
Quarterly, 43, 451-477.
- Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M.,
Culkin, M. L., Howes, C., Kagan, S. L., Yazejian, N., Byler, P.,
Rustici, J., & Zelazo, J. (1999). The children of the cost,
quality, and outcomes study go to school: Executive summary. Chapel
Hill: The University of North Carolina, FPG Child Development
Center.
- Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M.,
Culkin, M. L., Howes, C., Kagan, S. L., Yazejian, N., Byler, P.,
Rustici, J., & Zelazo, J. (1999). The children of the cost,
quality, and outcomes study go to school: Technical report. Chapel
Hill: The University of North Carolina, FPG Child Development
Center.
- Tietze, W., & Cryer, D. (1999). Current trends in European
early child care and education. The Annals of the American
Academy of Political and Social Science, 563, 175-193.
- Tietze, W., Cryer, D., Bairro, Palacios, J., & Wetzel, G.
(1996). Comparisons of observed process quality in early child
care and education programs in five countries. Early Childhood
Research Quarterly, 11, 447-475.
Research to Practice & Dissemination
- Catlett, C., & Winton, P. (1999). Infant-caregiver interactions.
Young Exceptional Children, 2(1).
- Catlett, C., & Winton, P. (1999). Programs and teamwork.
Young Exceptional Children, 2(2).
- Catlett, C., & Winton, P. (1999). Community-based teamwork.
Young Exceptional Children, 3(3).
- Catlett, C., & Winton, P. (1999). Family-professional collaboration..
Young Exceptional Children, 4(4).
- Catlett, C. & Winton, P. Resources within reason. Vol, No.
1 & No. 2 (1997, 1998, 1999). Young Exceptional Children.
Quarterly articles in this new journal for practitioners published
by Division for Early Childhood of CEC. These articles are designed
to help practitioners and faculty identify research-based resources
for guiding their practices. Two articles have been published
so far.
- Gallagher, J. J., & Clifford, R. M. (2000). The
missing support infrastructure in early childhood. Early
Childhood Research & Practice (2)1. [Available only online]
- Winton, P. (1999). Family systems. In J. Solomon (Ed.), Pediatric
skills for occupational therapy assistants. St. Louis, MO:
Mosby.
- Winton, P., & Bailey, D. (1997). Family centered care: The
revolution continues. Exceptional Parent, 27(2), 16-20.
- Winton, P., Hains, A., & Lynch, E. (1999). Moving towards
cross-cultural competence in lifelong personnel development: A
review of the literature. (CLAS website publication that will
become book chapter). Champaign-Urbana: University of Illinois.
School-Related Pre-K
- Clifford, R. M., Early, D. M., & Hills, T. W. (1999). Almost
a million children in school before kindergarten: Who is responsible
for early childhood services? Young Children, 54(5), 48-51.
- Early, D.M. & Winton, P.J. (2001). Preparing the workforce:
early childhood teacher preparation at 2- and 4-year institutions
of higher educations. Early Childhood Research Quarterly 16, pp
285-306.
Transitions
- Clifford, R. M. (1999). Personnel preparation and the transition
to kindergarten. In R. C. Pianta & M. J. Cox (Eds.), The
transition to kindergarten (pp.317-324). Baltimore, MD: Paul
H. Brookes Publishing Co.
- Early, D. M., Pianta, R. C., & Cox, M. J. (1999). Kindergarten
teachers and classrooms: A transition context. Early Education
and Development, 10(1), 25-46.
- Gallagher, J. J. (1999). Policy and the transition process.
In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten
(pp. 351-362). Baltimore, MD: Paul H. Brookes Publishing Co.
- Kraft-Sayre, M.E., & Pianta, R.C. (2000). Enhancing the
transition to kindergarten, Linking children, families, and schools.
Charlottesville: University of Virginia, National Center for
Early Development & Learning.
- LaParo, K.M., Pianta, R.C., & Cox, M.J. (2000). Kindergarten
teachers' reported use of kindergarten to first grade transition
practices. Elementary School Journal, 101(1).
- Pianta, R.C. (1997). Adult-child relationship processes and
early schooling. Early Education and Development, 8, 11-26.
- Pianta, R.C. (1999). Enhancing relationships between children
and teachers. Washington, DC: American Psychological Association.
- Pianta, R.C., & Cox, M.J. (1999). The changing nature of
the transition to school: Trends for the next decade. In R.C.
Pianta & M.J. Cox (eds.), The transition to Kindergarten
(pp.363-379). Baltimore, MD: Paul H. Brookes Publishing Co.
- Pianta, R.C., & Cox, M.J. (Eds.). (1999). The transition
to kindergarten. Baltimore, MD: Paul H. Brookes Publishing
Co.
- Pianta, R. C., Cox, M. J., Taylor, L., & Early D. M. (1999).
Kindergarten teachers' practices related to the transition into
school: Results of a national survey. Elementary School Journal,
100, 71-86.
- Pianta, R. C., & Kraft-Sayre, M. E. (1999). Parents' observations
about their children's transitions to kindergarten. Young Children,
54(3), 47-52.
- Pianta, R.C., & McCoy, S.J. (1997). The first day of school:
The predictive validity of early school screening. Journal
of Applied Developmental Psychology, 18, 1-22.
- Pianta, R.C., Nimetz, S., & Bennett, L. (1997). Mother-child
relationships, teacher-child relationships and outcomes in preschool
and kindergarten. Early Childhood Research Quarterly, 12,
263-280.
- Pianta, R.C., & Rimm-Kaufman, S.E. (1999). An ecological
approach to conceptualizing the transition to kindergarten. In
R.C. Pianta & M.J. Cox (eds.), The transition to kindergarten
(pp. 3-12). Baltimore, MD: Paul H. Brookes Publishing Co.
- Pianta, R.C., Tietbohl, P.J., & Bennett, E.M. (1997). Differences
in social adjustment and classroom behavior between children retained
in kindergarten and groups of age and grade matched peers. Early
Education and Development, 9(2), 137-152.
- Pianta, R.C., & Walsh, D.J. (1996). High risk children
in schools: Creating sustaining relationships. New York: Routledge
- Rimm-Kaufman, S. E., & Pianta, R. C. (1999). Patterns of
family-school contact in preschool and kindergarten. School
Psychology Review, 28(3), 426-438.
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