ERIC Number: ED568814
Record Type: Non-Journal
Publication Date: 2016-Jun
Reference Count: N/A
The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation
Lesaux, Nonie K., Ed.; Jones, Stephanie M., Ed.
Harvard Education Press
"The Leading Edge of Early Childhood Education" aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children's later academic achievement and long-term life outcomes. Editors Nonie K. Lesaux and Stephanie M. Jones bring together an impressive array of scholarly contributors. Topics include: (1) creating learning environments that support children's cognitive and emotional development; (2) identifying and addressing early risk factors; (3) using data to guide educators' practice; and (4) capitalizing on the use of technology. Recent years have seen a surge of local, state, and national initiatives aimed at expanding and improving early childhood initiatives, particularly regarding access to preK programs. "The Leading Edge of Early Childhood Education" promises to be a valuable resource for those charged with enacting the next level of work in this critical area. Following an Introduction (Nonie K. Lesaux and Stephanie M. Jones) the following chapters are included: (1) Stability, Security, and Social Dynamics in Early Childhood Environments (Deborah A. Phillips); (2) Early Adversity, Self-Regulation, and Child Development (Dana Charles McCoy); (3) High-Quality Language Leads to High-Quality Learning (Amy Pace, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff); (4) Assessing and Understanding the Needs of Bilingual Learners (Gigi Luk and Joanna A. Christodoulou); (5) Using Technology and Media in Early Childhood Settings (Lauren Rubenzahl, Kristelle Lavallee, and Michael Rich); (6) Screening and Supporting Children at Risk for Developmental Delay or Disability (Beth Rous and Rena Hallam); and (7) Two-Generation Education Programs for Parents and Their Young Children (Teresa Eckrich Sommer, Terri J. Sabol, P. Lindsay Chase-Lansdale, and Jeanne Brooks-Gunn). The book ends with a Conclusion (Nonie K. Lesaux, Stephanie M. Jones, and Julie Russ Harris); Afterword (Jacqueline Jones); Notes; Acknowledgments; About the Editors; About the Contributors; and Index.
Descriptors: Early Childhood Education, Academic Achievement, Cognitive Development, Emotional Development, Technology Uses in Education, Educational Quality, Child Development, Bilingual Students, At Risk Persons, Developmental Delays, Disabilities, Intergenerational Programs, Early Experience, Data, Decision Making
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: email@example.com; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Collected Works - General
Education Level: Early Childhood Education
Authoring Institution: Harvard University, Graduate School of Education