Handbook of Child Development and Early Education : Research to Practice book cover
1st Edition

Handbook of Child Development and Early Education
Research to Practice

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ISBN 9781606233023
Published August 10, 2009 by Guilford Press
624 Pages

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Book Description

How and what should young children be taught? What emphasis should be given to emotional learning? How do we involve families? Addressing these and other critical questions, this authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally appropriate curriculum might look like across the preschool and early elementary years. State-of-the-science work is presented on brain development and the emergence of cognitive, socioemotional, language, and literacy skills in 3- to 8-year-olds. Drawing on experience in real-world classrooms, contributors describe novel, practical approaches to promoting school readiness, tailoring instruction to children’s learning needs, and improving the teaching of language arts, math, and science.

Table of Contents

I. Development and Early Education

1. Developmental Science and Early Education: An Introduction, Oscar A. Barbarin and Kevin Miller

2. Rethinking Early Schooling: Using Developmental Science to Transform Children’s Early School Experiences, Sharon Ritchie, Kelly L. Maxwell, and Sue Bredekamp

3. Bridging Developmental Theory and Educational Practice: Lessons from the Vygotskian Project, Anna Stetsenko and Eduardo Vianna

II. Brain Functioning and Learning

4. Developmental Cognitive Neuroscience and Education Practice, Maria Fusaro and

Charles A. Nelson III

5. Neurodevelopmental Changes in Infancy and Beyond: Implications for Learning and Memory, Patricia J. Bauer

6. Learning to Remember, Peter A. Ornstein, Jennifer L. Coffman, and Jennie K. Grammer

7. The Mind of the Preschool Child: The Intelligence–School Interface, Marc H. Bornstein

III. Social and Emotional Development

8. Development of Self, Relationships, and Socioemotional Competence: Foundations for Early School Success, Ross A. Thompson and Miranda Goodman

9. Taming the Terrible Twos: Self-Regulation and School Readiness, Susan D. Calkins and Amanda P. Williford

10. Teaching Hearts and Minds in Early Childhood Classrooms: Curriculum for Social and Emotional Development, Janet E. Thompson and Kelly K. Twibell

11. Supporting Peer Relationships in Early Education, Kathleen Cranley Gallagher and Patricia R. Sylvester

12. Promoting Social Acceptance and Respect for Cultural Diversity in Young Children: Learning from Developmental Research, Oscar A. Barbarin and Erica Odom

IV. Language and Literacy

13. The Social Context of Language and Literacy Development, Gordon Wells

14. Teaching and Learning to Read, Barbara Hanna Wasik and Beth Anne Newman

15. Changing Classroom Conversations: Narrowing the Gap between Potential and Reality, David K. Dickinson, Catherine Darrow, Sarah M. Ngo, and Lisa A. D’Souza

16. Young Latino Children’s English Reading Development: Insight for Classroom Teachers, Steve Amendum and Jill Fitzgerald

17. Supporting Parental Practices in the Language and Literacy Development of Young Children, Oscar A. Barbarin and Nikki Aikens

V. Mathematics and Science

18. Early Mathematics Education and How to Do It, Herbert P. Ginsburg

19. Improving Preschoolers’ Number Sense Using Information-Processing Theory, Robert S. Siegler

20. The Early Construction of Mathematical Meanings: Learning Positional Representation of Numbers, Maria G. Bartolini Bussi and Mara Boni

21. Applying Developmental Approaches to Learning Math, Beth Casey

22. Construction and Representation of Space in 5-Year-Old Children, Rossana Falcade and Paola Strozzi

23. Enhancing Mathematical Problem Solving in Primary School Children, Erik De Corte, Lieven Verschaffel, and Fien Depaepe

24. Science Education for Young Children: A Conceptual-Change Point of View, Stella Vosniadou

25. Improving Science Teaching for Young Children, Mark Enfield and Dwight Rogers

VI. Conclusion

26. Applying Lessons from Developmental Science to Early Education, Samuel L. Odom, Oscar A. Barbarin, and Barbara Hanna Wasik

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Oscar A. Barbarin, PhD, is the Lila L. and Douglas J. Hertz Endowed Chair in the Department of Psychology at Tulane University. He is also a Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill. He is past President of the American Orthopsychiatric Association and was elected to the Governing Council of the Society for Research in Child Development. Dr. Barbarin’s research has focused on the social and familial determinants of ethnic and gender achievement gaps beginning in early childhood. He has developed ABLE, a mental health screening tool for young children. Dr. Barbarin is principal investigator of the PAS Initiative, a national study that focuses on the socioemotional and academic development of boys of color.

Barbara Hanna Wasik, PhD, holds a William R. Kenan, Jr. Professorship in the School of Education and is a Fellow at the Frank Porter Graham Child Development Institute at the University of North Carolina. Dr. Wasik also chairs the School Psychology Program. She serves as a consultant to national organizations and has held office in state and national organizations, including the American Psychological Association. She was an invited participant to the White House Conference on Child Care and served as a member of the Committee on Early Childhood Pedagogy of the National Academy of Sciences. Her research focuses on early childhood interventions, family literacy, social and cognitive development, problem solving, home visiting, and the observational study of children.


This exceptionally comprehensive and accessible volume will be of value as a text in programs preparing early childhood educators, as a basis for professional development, and as a handy resource for early childhood researchers. In addition, it provides a solid research basis for effective arguments to policymakers and the public about the importance of high-quality early childhood programs for children's development and later academic achievement.--Catherine E. Snow, PhD, Henry Lee Shattuck Professor of Education, Harvard University
A 'must have' for early childhood educators. This volume helps the reader keep abreast of the diverse knowledge bases that underlie the teaching of young children, and shows how applying research and theory can aid in preparing children for school. Coverage includes basic neural changes in infancy, typical socioemotional development, the effects of relationships and culture, and teaching and learning in specific content areas. The chapters provide a solid framework for novices and a terrific catch-up for seasoned professionals, with excellent bibliographies and cross-references. Barbarin, Wasik, and company have done the field a great service.--Barbara Bowman, MA, Irving B. Harris Professor of Child Development, Erikson Institute, Chicago, Illinois

This handbook fills a unique niche by bringing together the best of developmental science with the best of early education. By taking a biopsychosocial approach, it provides the reader with the latest science relevant to early education. The benefits of this information are amplified by educators proposing specific recommendations for the translation of developmental research into more effective educational practice during the preschool and early school years.--Arnold J. Sameroff, PhD, Center for Human Growth and Development, University of Michigan

-The range of this text is tremendous and the scholarship that underpins it is impressive....In an area that is seeing a proliferation of edited collections presented as handbooks this text stands out for its vision in linking through new theoretical developments and theorized pedagogical developments. It will serve as a resource for all engaged with early years professionals, as a standby for academics, and a must for those engaging with early childhood education as students. My students will have to buy their own because mine is staying close to me, it will serve me as a teaching resource and an inspiration for my future professional work.--Educational Review, 7/10/2009ƒƒ
Cohesively and clearly summarizes current research from developmental psychology and also offers concrete suggestions for how to incorporate this information into appropriate learning experiences for young children....The book should be of interest not only to educational psychologists, early childhood educators, and graduate students in these areas, but also to those involved with educational administration and policy making. It is comprehensive, detailed, accurate, and easily understandable—a rare combination. It takes a biopsychosocial approach, bringing together current research from education, psychology, and other developmental sciences.
--PsycCRITIQUES, 7/10/2009ƒƒ
The editors and contributors address many of the questions, tensions, and controversies in contemporary early childhood education through the synthesis of research in developmental science. A powerful overall theme framed by the editors and echoed by the contributors is that science and education would be served well by more and better engagement; educators would more effectively support children's learning with better understanding of child development theory and research, and researchers would be more adept at defining and studying problems when informed by children in classrooms. This recommendation is more than abstract, however, as each chapter contains specific recommendations based on research evidence....Researchers, graduate students, teacher preparation faculty, and administrators of educational systems would likely appreciate and benefit from what the Handbook has to offer.
--Journal of Applied Developmental Psychology, 7/10/2009ƒƒFills the void for a compilation of empirically validated early learning classroom practices which take into account the individual needs of developing children....Although the chapters are interrelated, each one is self-contained with its own theoretical framework for understanding early learning and development from a socio-cognitive perspective....Makes a good literature review resource for researchers and graduate students in Child Development and Early Education....The breadth of issues covered by this handbook makes it a valuable resource for child related professionals such as K-3 practitioners, reading specialists, developmental and educational psychologists, early education policy makers, early education faculty, researchers, and parents....The handbook may be used as a supplementary text to help teacher-education students understand how research findings and the concepts they learn in their child development classes are applicable to teaching and learning during these early years....Students taking methods courses in Early Childhood Education, Elementary Education, Reading Education, Math Education, and Science Education will find valuable information about effective programs and instructional practices for their respective fields within the handbook. Suggestions for future research are contained within most of the chapters. Hence, graduate students and researchers seeking new directions for research in Child Development and Early Childhood Education would find the handbook a worthwhile read....The rare usage of psycho-social theories to discuss socio-emotional competence in Part III of the handbook was a refreshing change to the mostly socio-cognitive framework.--Education Review, 7/10/2009ƒƒ
This authoritative text draws together important research into early childhood development. It would be of value as a text for students specializing in early years as well as teachers and other professionals engaged in higher education programmes.
--SEN (Special Education Needs) Magazine, 4/14/2010