This volume is a collection of articles that showcase new research that is emerging from laboratory schools, guided by principles of applied developmental science. In the 1920's, new university laboratory preschools ushered in a modern era of child development research. Campus preschools with a research mission were home to seminal studies of children's play and age-related changes in children's abilities. They produced data about normative child development, along with evidence-based practical advice for teachers and parents. Now, nearly 100 years later, lab schools are still thriving in many colleges and universities as centers of research, education and care for young children, support for families, and practical education for students and teachers of young children. However, with tightening higher education budgets and changing research agendas, many lab schools are struggling to focus and balance these research, education, and service missions.
The chapter authors illustrate a variety of ways that faculty and laboratory school early childhood educators are collaborating to do research to address critical issues in the early childhood field, including the preparation of the next generation of early childhood professionals.
This book was originally published as a special issue of Early Education and Development.
Table of Contents
1. Introduction: University Laboratory Preschools in the 21st Century James Elicker and Nancy Barbour 2. Identifying and Addressing Challenges to Research in University Laboratory Preschools Nancy File 3. Child Development Laboratory Schools as Generators of Knowledge in Early Childhood Education: New Models and Approaches Brent A. McBride, Melissa Groves, Nancy Barbour, Diane Horm, Andrew Stremmel, Martha Lash, Carol Bersani, Cynthia Ratekin, James Moran, James Elicker, and Susan Toussaint 4. Creating a Classroom of Inquiry at the University of California at Berkeley: The Harold E. Jones Child Study Center Barbara Scales, Jane Perry, and Rebecca Tracy 5. How Three Young Toddlers Transition From an Infant to a Toddler Child Care Classroom: Exploring the Influence of Peer Relationships, Teacher Expectations, and Changing Social Contexts Susan L. Recchia and Kamila Dvorakova 6. Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children’s Emotions in Early Childhood Classrooms Rebecca Anne Swartz and Nancy L. McElwain 7. Using a Logic Model to Evaluate Undergraduate Instruction in a Laboratory Preschool Lisa Monroe and Diane M. Horm 8. Laboratory Schools as Places of Inquiry: A Collaborative Journey for Two Laboratory Schools Kay Cutler, Carol Bersani, Pamela Hutchins, Mary Bowne, Martha Lash, Janice Kroeger, Sue Brokmeier, Lynda Venhuizen, and Felicia Black
James Elicker, Ph.D. is Associate Professor of Human Development and Family Studies at Purdue University in West Lafayette, Indiana, USA. His research focuses on child care quality and young children’s interpersonal interactions and relationships in early childhood programs. He has taught in and directed university laboratory schools and is currently directing the evaluation of Indiana's child care quality rating and improvement system, "Paths to QUALITY."
Nancy Barbour, Ph. D., is Professor of Early, Elementary, and Reading Education at James Madison University in Harrisonburg, Virginia, USA. Her research focuses on the history and present functioning of child development laboratory programs. She investigates the process of preparing professionals to work in programs for young children and families. She was the research and professional preparation coordinator for the Kent State University Child Development Center for 15 years.