Alhassanain(p) Network for Heritage and Islamic Thought

A COLLECTION OF ARTICLES ON CHILDREN’S EDUCATION

This book is corrected and edited by Al-Hassanain (p) Institue for Islamic Heritage and Thought

• A Learning Combination: Coaching with CLASS and the Project Approach
• Abstract
• Introduction
• Review of the Literature
• Professional Development and the CLASS
• Coaching
• The Project Approach
• The Role of Teacher Beliefs
• Methods
• Participants
• Coaching Procedures
• Evaluation Procedures
• Analysis
• Findings
• Table 1
• Table 2
• Discussion
• Conclusion
• References
• Author Information
• Appendix 1
• Appendix 2
• Alternative Pathways in Family Child Care Quality Rating and Improvement Systems
• Abstract
• Introduction
• Issues Related to Quality in Early Care and Education
• The Case for Measuring Quality
• QRIS Standards and Accountability Measures for Family Child Care
• Illinois Quality Counts–QRS for Licensed Family Child Care Programs
• Methods
• Sample
• Instrumentation
• Procedures
• Data Analysis
• Findings
• Table 1
• Table 2
• Table 3
• Discussion
• Limitations and Suggestions for Future Research
• Acknowledgment
• Note
• References
• Author Information
• Predictors of School Readiness in Literacy and Mathematics: A Selective Review of the Literature
• Abstract
• Introduction
• Methods
• Data Collection and Analysis
• Results
• Discussion and Recommendations
• Table 1
• Predictors of school readiness in literacy and mathematics
• References
• Author Information
• Kindergarten Readiness and Preschools: Teachers’ and Parents’ Beliefs Within and Across Programs
• Abstract
• Introduction
• Literature Review
• Teacher and Parent Beliefs about Readiness
• Preschools’ Roles in Readiness and Transition to Kindergarten
• Sources of Readiness Information
• Method
• Setting
• Participants
• Table 1 and 2
• Research Design
• Data Analysis
• Findings
• Themes
• Table 3
• Across-program comparisons
• Discussion and Recommendations for Practice
• Beliefs about Readiness in Cultural Context
• Attention to Local Contexts
• Preschools’ Roles in Readiness
• Sources of Information: Assessment Tools and Home/School Communication
• Anxieties about Readiness and Kindergarten Transition
• References
• Author Information
• Appendix A
• Questions Asked of Parents
• Prompts used during interviews
• Appendix B
• Questions Asked of Teachers
• Prompts used during interviews
• Mental Health Screening in Child Care: Impact of a Statewide Training Session
• Abstract
• Introduction
• Importance of Early Screening
• Social-Emotional Screening in Child Care Settings
• Provider Characteristics and Attitudes toward Mental Health Problems
• Training Child Care Providers
• Purpose of the Research
• Research Questions
• Methods
• Training
• Participants
• Table 1
• Measures
• Analyses
• Results
• Study 1: SBS Factor Analysis
• Factor Correlates
• Table 2
• Study 2: Change Following Training
• SBS Factors
• Table 3
• Discussion
• Implications for Practice
• Future Research
• Conclusions
• References
• Author Information
• Appendix
• Pathways to Bilingualism: Young Children’s Home Experiences Learning English and Spanish
• Abstract
• Introduction
• Methodology
• Data Collection and Analysis Methods
• Participant Families and Children’s Characteristics
• Language Used at Home - with Each of the Participant Children and by Each of the Children
• Josefina Cortés’s Language Input
• Josefina Cortés’s Use of Two Languages
• Kayla Jiménez’s Language Input
• Kayla Jiménez’s Use of Language
• Thais Velázquez’s Language Input
• Thais Velázquez’s Use of Language
• Discussion
• References
• Author Information
• Perspectives of Play in Three Nations: A Comparative Study in Japan, the United States, and Sweden
• Abstract
• Introduction
• Multiple Contexts of Our Research
• Official Perspectives on Play in Japan, the United States, and Sweden
• Early Childhood Credentials in Japan, Sweden, and the United States
• Our Previous Studies of Teacher Perspectives on Play
• Comparing Teachers’ Perspectives on Play in Three Cultures
• Conducting the Research
• Emergent Themes
• Findings from the Surveys
• Play as a Process of Learning
• Play as a Source of Possibilities
• Play as Empowerment
• Play as Creativity
• Play as Children’s Work
• Play as Fun Activities
• Responses Regarding Play in Classrooms
• Participants’ Comments on Adult Play
• Reflections on Findings from Japan, Sweden, and the United States
• References
• Author Information
• The Source of Child Care Center Preschool Learning and Program Standards: Implications for Potential Early Learning Challenge Fund Grantees
• Abstract
• Introduction
• ELCF and Standards for Programs Serving Preschoolers
• Early Learning Standards
• Program Standards
• Study Methodology
• Sample Recruitment
• Data Collection and Analysis
• Results
• Director Demographics
• Table 1
• Number of Children and Staff in Each Age Group
• Source of Preschool Program Standards
• Table 2
• Table 3
• Source of Preschool Learning Expectations
• Table 4
• Table 5
• Discussion
• Triaged Training and Assistance
• “Starting Point” Research
• Limitations
• Conclusion
• Acknowledgments
• References
• Author Information
• Assessment for Preschool Science Learning and Learning Environments
• Abstract
• Introduction
• Current State of Preschool Science Assessment
• Learning and Knowledge Assessments
• Supporting and Assessing Science Learning during Everyday Interactions
• Performance-based Assessments for Individualized Instruction, Progress Monitoring, and Curricular Evaluation
• Direct Assessments of Science Learning
• Assessments of Science-Relevant Skills and Dispositions
• Classroom Quality Measures Related to Science Learning
• ECERS-R
• STERS and PRISM
• Directions for Further Research
• Conclusion
• Acknowledgments
• References
• Author Information
• Dynamic Aims: The Use of Long-Term Projects in Early Childhood Classrooms in Light of Dewey's Educational Philosophy
• Abstract
• Introduction
• Dewey and Activity
• Aims and Flexibility in the Long-Term Project
• Interest and Discipline
• Experience and Thinking
• Deweyan Ideals Expressed in Classroom Activity
• Long-Term Projects in Reggio Emilia
• Methodology in Activity: Two Examples of Long-Term Projects
• Shadows in the Tent
• Constructing Construction
• Discussion
• References
• Author Information
• Comparisons in Early Years Education: History, Fact, and Fiction
• Abstract
• Introduction
• School One
• School Two
• School Three
• Conclusion
• Acknowledgments
• Notes
• References
• Author Information
• The Missing Support Infrastructure in Early Childhood
• Editors’ Note
• Abstract
• Introduction
• Societal Infrastructures
• The Quality Support System
• Personnel Preparation
• Technical Assistance
• Applied Research and Program Evaluation
• Communication
• Demonstration
• Data Systems
• Comprehensive Planning
• Coordination of Support Elements
• Barriers to Policy Implementation
• Institutional
• Psychological
• Sociological
• Economic
• Political
• Geographic
• Institutional Barriers
• Psychological Barriers
• Sociological Barriers
• Economic Barriers
• Political Barriers
• Geographic Barriers
• Power of the Status Quo
• What Next?
• Policies for Building Infrastructures
• Identify and Cultivate Power Sources
• Establish Planning Structures
• Mount a Media Initiative
• Involve Professional Organizations
• Be Realistic about Time
• Financing the Infrastructure
• Earmarking
• Subsidies
• Wishing Will Not Make It So
• Acknowledgments
• References
• Author Information
• Language Development and Science Inquiry: The Head Start on Science and Communication Program
• Abstract
• Introduction
• Instructional Methods
• Developmentally Appropriate Practices
• Classroom Dynamics
• A Best Practice Model
• Program Description
• Phase I
• Program Components
• Data Collection
• Phase I Findings
• Changes in Questioning Strategies
• Changes in Classroom Interaction
• Changes in Classroom Focus
• Phase II
• Table 1
• Program Results
• Implementation of the HSSC Program
• Table 2
• Program Gains
• Curriculum-based Pre- and Post-test Results
• Table 3
• Gender Differences
• Summary of Head Start on Science and Communication Results
• Table 4
• Conclusion
• References
• Author Information
• Teachers' Beliefs and Teaching Beliefs
• Abstract
• Introduction
• Three Central Questions
• What Technologies Are Available to Teacher Educators for Changing Candidate Beliefs?
• What Ethics Come into Play Concerning Changing the Beliefs of Our Candidates?
• What Beliefs Should We Teach?
• Shifting the Focus
• Summary
• Acknowledgments
• References
• Author Information
• Multicultural Education and Children's Picture Books: Selected Citations from the ERIC Database
• ERIC Documents
• Title: Art or Propaganda? Pedagogy and Politics in Illustrated African-American Children's Literature since the Harlem Renaissance
• Title: Canadian Multicultural Picture Books
• Title: Gender Stereotypes in Children's Picture Books
• Title: Multicultural Diversity of Children's Picture Books: Robert Fulton Elementary School Library
• Title: Picture Books as a Social Studies Resource in the Elementary School Classroom. ERIC Digest
• Title: The New Press Guide to Multicultural Resources for Young Readers
• Title: Kaleidoscope: A Multicultural Booklist for Grades K-8. Second Edition,
• Title: Building Bridges with Multicultural Picture Books for Children 3-5
• Journal Articles
• Title: Beyond Mulan: Rediscovering the Heroines of Chinese Folklore
• Title: "Reading the Word and the World" within a Literature Curriculum
• Title: Multicultural Picture Books: Perspectives from Canada
• Title: Ten International Books for Children
• Title: Picture Books: A European Perspective
• Title: Cultural Diversity + Supportive Text = Perfect Books for Beginning Readers
• Title: An Exploration of the Uses of Children's Books as an Approach for Enhancing Cultural Diversity
• Title: Who Belongs Here? Portraying American Identity in Children's Picture Books
• Title: Visiting South Africa through Children's Literature: Is it Worth the Trip? South African Educators Provide the Answer
• Title: Reexamining the Issue of Authenticity in Picture Books
• Title: Issues of Representation: Caldecott Gold Medal Winners 1984-1995
• Title: Simple Lessons from Multicultural Children
• Starting School: Effective Transitions
• Abstract
• Introduction
• The Significance of Starting School
• An Ecological View of Transition
• The Starting School Research Project
• Table 1
• Project Themes
• Guidelines for Effective Transition to School Programs
• Using the Guidelines
• Problematizing Transition
• Conclusion
• Acknowledgments
• References
• Author Information
• Computer Use in Preschools: Directors' Reports of the State of the Practice
• Abstract
• Introduction
• Method
• Participants
• Instrumentation
• Procedures
• Results
• Discussion
• Implications
• Limitations
• Recommendations
• References
• Author Information
• Appendix
• Survey of Computer Use in Texas Child Care Centers
• Young Children's Cognitive Engagement during Classroom Book Reading: Differences According to Book, Text Genre, and Story Format
• Abstract
• Introduction
• Participants
• Materials
• Measures: Developing a Coding System
• Unit of Analysis
• Coding of the Participants' Behavior
• Management of Interaction
• Cognitive Engagement during Book Reading Interaction
• Table 1
• Differences in Cognitive Demand of Discussion among the Four Books
• Discussion
• Note
• Acknowledgment
• References
• Author Information
• Mapping Knowledge: Concept Maps in Early Childhood Education
• Abstract
• Introduction
• Concept Maps
• Concept Maps in Early Childhood Education
• Summary
• References
• Author Information
• Primary Literacy Achievement: A Collaborative Urban Partnership
• Abstract
• Introduction
• Background of the Study
• Support from Research
• Inservice Training and Development
• Program Implementation
• Instruction Components
• Preservice Training and Development
• Family and Community Involvement
• Results
• Table 1
• Implications for Classroom Practice
• References
• Author Information
• "Who's the Boss?" Young Children's Power and Influence in an Early Childhood Classroom
• Abstract
• Introduction
• Methods
• Setting
• Participants
• Data Collection
• Data Analysis
• Findings
• Calvin
• Louis
• Jackie
• Summary
• Discussion
• Recommendations
• References
• Author Information
• Observing Children’s Stress Behaviors in a Kindergarten Classroom
• Abstract
• Introduction
• Methods
• Setting
• Data Collection
• Participants
• Classroom Context
• Data from the Study
• Daily Routines
• Observations in Class
• Observations of Individual Children
• Preliminary Summary
• Preliminary Discussion
• References
• Author Information
• Appendix A
• Appendix B
• Framework for Open-ended Interview with the Classroom Teacher