Alhassanain(p) Network for Heritage and Islamic Thought

Table of Contents

A Learning Combination: Coaching with CLASS and the Project Approach 13

Abstract 13

Introduction 13

Review of the Literature 15

Professional Development and the CLASS 15

Coaching 15

The Project Approach 16

The Role of Teacher Beliefs 16

Methods 17

Participants 17

Coaching Procedures 17

Evaluation Procedures 19

Analysis 20

Findings 20

Table 1 20

Table 2 21

Discussion 22

Conclusion 24

References 24

Author Information 29

Appendix 1 31

Appendix 2 32

Alternative Pathways in Family Child Care Quality Rating and Improvement Systems 34

Abstract 34

Introduction 34

Issues Related to Quality in Early Care and Education 36

The Case for Measuring Quality 36

QRIS Standards and Accountability Measures for Family Child Care 36

Illinois Quality Counts–QRS for Licensed Family Child Care Programs 39

Methods 39

Sample 39

Instrumentation 39

Procedures 40

Data Analysis 40

Findings 41

Table 1 41

Table 2 41

Table 3 42

Discussion 42

Limitations and Suggestions for Future Research 43

Acknowledgment 43

Note 43

References 44

Author Information 46

Predictors of School Readiness in Literacy and Mathematics: A Selective Review of the Literature 47

Abstract 47

Introduction 47

Methods 48

Data Collection and Analysis 48

Results 49

Discussion and Recommendations 55

Table 1 55

Predictors of school readiness in literacy and mathematics 55

References 58

Author Information 61

Kindergarten Readiness and Preschools: Teachers’ and Parents’ Beliefs Within and Across Programs 62

Abstract 62

Introduction 62

Literature Review 63

Teacher and Parent Beliefs about Readiness 63

Preschools’ Roles in Readiness and Transition to Kindergarten 63

Sources of Readiness Information 64

Method 64

Setting 65

Participants 65

Table 1 and 2 66

Research Design 66

Data Analysis 67

Findings 67

Themes 67

Table 3 70

Across-program comparisons 72

Discussion and Recommendations for Practice 73

Beliefs about Readiness in Cultural Context 73

Attention to Local Contexts 74

Preschools’ Roles in Readiness 75

Sources of Information: Assessment Tools and Home/School Communication 76

Anxieties about Readiness and Kindergarten Transition 76

References 77

Author Information 79

Appendix A 80

Questions Asked of Parents 80

Prompts used during interviews 80

Appendix B 81

Questions Asked of Teachers 81

Prompts used during interviews 81

Mental Health Screening in Child Care: Impact of a Statewide Training Session 82

Abstract 82

Introduction 82

Importance of Early Screening 83

Social-Emotional Screening in Child Care Settings 83

Provider Characteristics and Attitudes toward Mental Health Problems 84

Training Child Care Providers 84

Purpose of the Research 85

Research Questions 86

Methods 86

Training 86

Participants 86

Table 1 87

Measures 87

Analyses 88

Results 88

Study 1: SBS Factor Analysis 88

Factor Correlates 89

Table 2 89

Study 2: Change Following Training 90

SBS Factors 90

Table 3 91

Discussion 91

Implications for Practice 93

Future Research 93

Conclusions 94

References 94

Author Information 98

Appendix 100

Pathways to Bilingualism: Young Children’s Home Experiences Learning English and Spanish 102

Abstract 102

Introduction 102

Methodology 103

Data Collection and Analysis Methods 103

Participant Families and Children’s Characteristics 104

Language Used at Home - with Each of the Participant Children and by Each of the Children 105

Josefina Cortés’s Language Input 105

Josefina Cortés’s Use of Two Languages 106

Kayla Jiménez’s Language Input 107

Kayla Jiménez’s Use of Language 108

Thais Velázquez’s Language Input 108

Thais Velázquez’s Use of Language 109

Discussion 110

References 111

Author Information 112

Perspectives of Play in Three Nations: A Comparative Study in Japan, the United States, and Sweden 114

Abstract 114

Introduction 114

Multiple Contexts of Our Research 115

Official Perspectives on Play in Japan, the United States, and Sweden 115

Early Childhood Credentials in Japan, Sweden, and the United States 116

Our Previous Studies of Teacher Perspectives on Play 116

Comparing Teachers’ Perspectives on Play in Three Cultures 117

Conducting the Research 117

Emergent Themes 118

Findings from the Surveys 118

Play as a Process of Learning 118

Play as a Source of Possibilities 119

Play as Empowerment 120

Play as Creativity 120

Play as Children’s Work 121

Play as Fun Activities 121

Responses Regarding Play in Classrooms 122

Participants’ Comments on Adult Play 123

Reflections on Findings from Japan, Sweden, and the United States 123

References 124

Author Information 128

The Source of Child Care Center Preschool Learning and Program Standards: Implications for Potential Early Learning Challenge Fund Grantees 129

Abstract 129

Introduction 129

ELCF and Standards for Programs Serving Preschoolers 130

Early Learning Standards 131

Program Standards 132

Study Methodology 133

Sample Recruitment 133

Data Collection and Analysis 134

Results 134

Director Demographics 134

Table 1 135

Number of Children and Staff in Each Age Group 135

Source of Preschool Program Standards 136

Table 2 137

Table 3 138

Source of Preschool Learning Expectations 138

Table 4 139

Table 5 140

Discussion 141

Triaged Training and Assistance 142

“Starting Point” Research 143

Limitations 143

Conclusion 144

Acknowledgments 144

References 144

Author Information 147

Assessment for Preschool Science Learning and Learning Environments 149

Abstract 149

Introduction 149

Current State of Preschool Science Assessment 152

Learning and Knowledge Assessments 152

Supporting and Assessing Science Learning during Everyday Interactions 152

Performance-based Assessments for Individualized Instruction, Progress Monitoring, and Curricular Evaluation 154

Direct Assessments of Science Learning 155

Assessments of Science-Relevant Skills and Dispositions 156

Classroom Quality Measures Related to Science Learning 157

ECERS-R 158

STERS and PRISM 159

Directions for Further Research 160

Conclusion 160

Acknowledgments 161

References 161

Author Information 166

Dynamic Aims: The Use of Long-Term Projects in Early Childhood Classrooms in Light of Dewey's Educational Philosophy 167

Abstract 167

Introduction 167

Dewey and Activity 168

Aims and Flexibility in the Long-Term Project 169

Interest and Discipline 170

Experience and Thinking 171

Deweyan Ideals Expressed in Classroom Activity 173

Long-Term Projects in Reggio Emilia 173

Methodology in Activity: Two Examples of Long-Term Projects 176

Shadows in the Tent 178

Constructing Construction 181

Discussion 185

References 186

Author Information 187

Comparisons in Early Years Education: History, Fact, and Fiction 188

Abstract 188

Introduction 188

School One 188

School Two 194

School Three 198

Conclusion 202

Acknowledgments 204

Notes 204

References 205

Author Information 206

The Missing Support Infrastructure in Early Childhood 208

Editors’ Note: 208

Abstract 208

Introduction 208

Societal Infrastructures 209

The Quality Support System 210

Personnel Preparation 210

Technical Assistance 211

Applied Research and Program Evaluation 212

Communication 213

Demonstration 214

Data Systems 214

Comprehensive Planning 215

Coordination of Support Elements 216

Barriers to Policy Implementation 217

Institutional 217

Psychological 217

Sociological 218

Economic 218

Political 218

Geographic 218

Institutional Barriers 219

Psychological Barriers 219

Sociological Barriers 220

Economic Barriers 220

Political Barriers 221

Geographic Barriers 221

Power of the Status Quo 221

What Next? 222

Policies for Building Infrastructures 223

Identify and Cultivate Power Sources 224

Establish Planning Structures 224

Mount a Media Initiative 225

Involve Professional Organizations 225

Be Realistic about Time 225

Financing the Infrastructure 225

Earmarking 226

Subsidies 226

Wishing Will Not Make It So 227

Acknowledgments 227

References 227

Author Information 230

Language Development and Science Inquiry: The Head Start on Science and Communication Program 232

Abstract 232

Introduction 233

Instructional Methods 233

Developmentally Appropriate Practices 235

Classroom Dynamics 236

A Best Practice Model 236

Program Description 237

Phase I 237

Program Components 237

Data Collection 238

Phase I Findings 238

Changes in Questioning Strategies 238

Changes in Classroom Interaction 239

Changes in Classroom Focus 239

Phase II 240

Table 1 241

Program Results 242

Implementation of the HSSC Program 243

Table 2 243

Program Gains 244

Curriculum-based Pre- and Post-test Results 244

Table 3 245

Gender Differences 246

Summary of Head Start on Science and Communication Results 247

Table 4 248

Conclusion 248

References 249

Author Information 251

Teachers' Beliefs and Teaching Beliefs 254

Abstract 254

Introduction 254

Three Central Questions 255

What Technologies Are Available to Teacher Educators for Changing Candidate Beliefs? 255

What Ethics Come into Play Concerning Changing the Beliefs of Our Candidates? 257

What Beliefs Should We Teach? 258

Shifting the Focus 259

Summary 261

Acknowledgments 262

References 262

Author Information 263

Multicultural Education and Children's Picture Books: Selected Citations from the ERIC Database 265

ERIC Documents 265

Title: Art or Propaganda? Pedagogy and Politics in Illustrated African-American Children's Literature since the Harlem Renaissance 265

Title: Canadian Multicultural Picture Books 265

Title: Gender Stereotypes in Children's Picture Books 266

Title: Multicultural Diversity of Children's Picture Books: Robert Fulton Elementary School Library 267

Title: Picture Books as a Social Studies Resource in the Elementary School Classroom. ERIC Digest 268

Title: The New Press Guide to Multicultural Resources for Young Readers 268

Title: Kaleidoscope: A Multicultural Booklist for Grades K-8. Second Edition, 269

Title: Building Bridges with Multicultural Picture Books for Children 3-5 270

Journal Articles 271

Title: Beyond Mulan: Rediscovering the Heroines of Chinese Folklore 271

Title: "Reading the Word and the World" within a Literature Curriculum 271

Title: Multicultural Picture Books: Perspectives from Canada 272

Title: Ten International Books for Children 272

Title: Picture Books: A European Perspective 273

Title: Cultural Diversity + Supportive Text = Perfect Books for Beginning Readers 273

Title: An Exploration of the Uses of Children's Books as an Approach for Enhancing Cultural Diversity 273

Title: Who Belongs Here? Portraying American Identity in Children's Picture Books 274

Title: Visiting South Africa through Children's Literature: Is it Worth the Trip? South African Educators Provide the Answer 274

Title: Reexamining the Issue of Authenticity in Picture Books 275

Title: Issues of Representation: Caldecott Gold Medal Winners 1984-1995 275

Title: Simple Lessons from Multicultural Children 275

Starting School: Effective Transitions 277

Abstract 277

Introduction 277

The Significance of Starting School 277

An Ecological View of Transition 277

The Starting School Research Project 278

Table 1 279

Project Themes 280

Guidelines for Effective Transition to School Programs 281

Using the Guidelines 282

Problematizing Transition 290

Conclusion 292

Acknowledgments 292

References 292

Author Information 294

Computer Use in Preschools: Directors' Reports of the State of the Practice 296

Abstract 296

Introduction 296

Method 298

Participants 298

Instrumentation 299

Procedures 300

Results 300

Discussion 302

Implications 302

Limitations 302

Recommendations 303

References 303

Author Information 305

Appendix 306

Survey of Computer Use in Texas Child Care Centers 306

Young Children's Cognitive Engagement during Classroom Book Reading: Differences According to Book, Text Genre, and Story Format 308

Abstract 308

Introduction 308

Participants 310

Materials 310

Measures: Developing a Coding System 312

Unit of Analysis 312

Coding of the Participants' Behavior 312

Management of Interaction 313

Cognitive Engagement during Book Reading Interaction 314

Table 1 314

Differences in Cognitive Demand of Discussion among the Four Books 316

Discussion 317

Note 321

Acknowledgment 321

References 321

Author Information 324

Mapping Knowledge: Concept Maps in Early Childhood Education 326

Abstract 326

Introduction 326

Concept Maps 328

Concept Maps in Early Childhood Education 330

Summary 336

References 336

Author Information 339

Primary Literacy Achievement: A Collaborative Urban Partnership 340

Abstract 340

Introduction 340

Background of the Study 341

Support from Research 342

Inservice Training and Development 344

Program Implementation 345

Instruction Components 345

Preservice Training and Development 347

Family and Community Involvement 348

Results 348

Table 1 350

Implications for Classroom Practice 351

References 353

Author Information 356

"Who's the Boss?" Young Children's Power and Influence in an Early Childhood Classroom 358

Abstract 358

Introduction 358

Methods 360

Setting 360

Participants 360

Data Collection 361

Data Analysis 361

Findings 362

Calvin 362

Louis 364

Jackie 367

Summary 369

Discussion 370

Recommendations 372

References 373

Author Information 374

Observing Children’s Stress Behaviors in a Kindergarten Classroom 375

Abstract 375

Introduction 375

Methods 376

Setting 376

Data Collection 376

Participants 377

Classroom Context 377

Data from the Study 379

Daily Routines 379

Observations in Class 380

Observations of Individual Children 381

Preliminary Summary 383

Preliminary Discussion 384

References 385

Author Information 386

Appendix A 386

Appendix B 387

Framework for Open-ended Interview with the Classroom Teacher 387