Evidence-Based Practices and Programs for Early Childhood Care and Education

Mark T. Greenberg is the Edna Peterson Bennett Endowed Chair in Prevention Research, Professor of Human Development and Psychology. He is the Founding Director of The Prevention Research Center for the Promotion of Human Development, and served as its Director from 1998 till 2013. (http://www.prevention.psu.edu).

• AcknowledgmentsAbout the EditorsAbout the ContributorsIntroductionPart I. Evidence-Based Practices1. School Readiness: Definitions, Best Practices, Assessments, and Cost - Kelly E. Mehaffie and Jeffery FraserThe Importance of Early LearningDefinitions of School ReadinessThe Intersection of Readiness FactorsResearch Informing School Readiness FactorsAssessing ReadinessCosts and Savings of Being Ready for SchoolConclusions and RecommendationsReferences2. Early Intervention Practices for Children With and At Risk for Delays - Louise Kaczmarek and Christina J. GroarkChildren At Risk for Delay Due to PovertyEnglish Language Learners At Risk for DelayChildren With Developmental Disabilities and DelaysConclusions and RecommendationsReferences3. Best Practices for Transitions Into Kindergarten - Kelly E. Mehaffie and Mary WolfsonTransitions in ContextBest Practices for TransitionsConclusions and RecommendationsReferencesPart II. Evidence-Based Programs4. Publicly Funded Programs and Their Benefits for Children - Wendy M. BarnardFederal ProgramsState ProgramsTrends in Publicly Funded Early Childhood ProgramsConclusions and RecommendationsReferences5. Demonstration Programs and Successful Outcomes - Wendy M. Barnard and Christina J. GroarkRandomized ExperimentsQuasi-Experimental StudiesCharacteristics of Successful ProgramsConclusions and RecommendationsReferences6. Home-Based and Family Child Care: Characteristics and Quality Issues - Richard Fiene and Martha Woodward IslerCategories of Home-Based FacilitiesCurrent Quality of Home-Based FacilitiesObstacles to Improving the Quality of Family Child CareCharacteristics of Improved Home-Based and Family Child Care ProgramsRelative and Neighbor CareConclusions and RecommendationsAppendix 1: Overviews and Descriptions of the Early Childhood Environment Rating Scale (ECERS) and the Family Day Care Rating Scale (FDCRS)References7. School-Age Services: Programs That Extend the Benefits of Early Care and Education Services - Suh-Ruu Ou and Arthur J. ReynoldsWhy Extend Early Childhood Programs?Existing Extended Early Childhood ProgramsCharacteristics of Successful ProgramsConclusions and RecommendationsReferences8. Out-of-School-Time Programs That Promote Academic and Behavioral Achievement for Children Ages 6 to 8 - Anne E. FarberOutcomes and Evaluations of Out-Of-School-Time ProgramsAcademically Focused ProgramsReading and Mathematics ProgramsTutoring ProgramsSummer ProgramsMental Health Focused ProgramsCharacteristics of Successful ProgramsQuality Enhancement Tools and InitiativesConclusions and RecommendationsReferencesPart III. The Future of the Field9. Professional Development and Higher Education Systems to Develop Qualified Early Childhood Educators - Gwen Morgan and Jeffery FraserThe Current State of Professional DevelopmentCredentials Across Early Childhood SystemsContent of Credentials for Early Education and CareEmerging IssuesChanges at the College LevelProfessional Development Planning GroupsThe Role of Professional AssociationsConclusions and RecommendationsReferencesIndex

"Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention--and read this book."