A randomized, controlled study was conducted to assess the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish. Fifty-five teachers and 193 Latino dual language learners (DLLs) enrolled in the North Carolina…

This study examined strategies teachers reported using to support friendships among young children in inclusive early childhood classrooms. The teachers included 25 general early childhood educators from 9 child care centers and 20 early childhood special educators from 9 specialized programs. The Playmates and Friends Questionnaire for Teachers…

Explored perceptions of school readiness among preschool and kindergarten teachers, principals, and parents. Found participants experienced tensions related to their readiness views: conflict between personal teaching/learning philosophies and state expectations; pressure placed upon children, teachers, and families for children to perform; and…

Argues that professionals and parents must weigh inclusion against competing values of high-quality programs, specialized services, and family-centered practices in making placement decisions for children. Demonstrates how these values and inclusion are difficult to achieve simultaneously. Argues that inclusive placement should be the goal, but…

Examined the underlying factor structure of a rating scale to assess perceived barriers and supports for early childhood inclusion. Identified a single support factor and three barrier factors with adequate internal consistency: (1) program quality; (2) community resources; and (3) coordinating and integrating services for children with…