What they believe and what they do

References

• Anning, A. 1998. Appropriateness or effectiveness in the early childhood curriculum in the UK: Some research evidence. International Journal of Early Years Education 6: 299–314. doi: 10.1080/0966976980060305
   Google Scholar
• Anning, A. 2009. Teaching and learning how to design in schools. The Journal of Design and Technology Education 2: 50–2.
   Google Scholar
• Barnett, S. W. 1995. Long-term effects of early childhood programs on cognitive and school outcomes. Future of Children 5: 25–50. doi: 10.2307/1602366
   Web of Science ®Google Scholar
• Bowman, B., M. S. Donovan, M. S. Burns eds. 2001. Eager to learn: Educating our preschoolers Washington, DC: National Academy Press.
   Google Scholar
• Cobb, P., T. Wood, E. Yackel, J. Nicholls, G. Wheatley, B. Trigatti, M. Perlwitz 1991. Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education 22: 3–29. doi: 10.2307/749551
   Web of Science ®Google Scholar
• Cobb, P., T. Wood, E. Yackel, M. Perlwitz 1992. A follow-up assessment of a second-grade problem-centered mathematics project. Educational Studies in Mathematics 23: 483–504. doi: 10.1007/BF00571469
   Google Scholar
• Farran, D. C. 2003. Narrative record of preschool classroom observations. Unpublished manuscript. Nashville, TN: Vanderbilt University
   Google Scholar
• Fennema, E., M. L. Franke, T. P. Carpenter, D. A. Carey 1993. Using children's mathematical knowledge in instruction. American Educational Research Journal 30: 555–83. doi: 10.3102/00028312030003555
   Web of Science ®Google Scholar
• Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., Empson, S. B. 1996. A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education 27: 403–34. doi: 10.2307/749875
   Web of Science ®Google Scholar
• Fuson, K. C., Carroll, W. M., Drueck, J. V. 2000. Achievement results for second and third graders using the standards-based curriculum. Journal for Research in Mathematics Education 31: 277–95. doi: 10.2307/749808
   Web of Science ®Google Scholar
• Gibbs, G. R., Friese, S., Mangabeira, W. C. 2002. The use of new technology in qualitative research. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research [Online Journal], 3, no. 2. Retrieved from http://www.qualitative-esearch.net/index.php/fqs/article/viewArticle/847/1840
   Google Scholar
• Graham, T. A., Nash, C., Paul, K. 1997. Young children's exposure to mathematics: The child care context. Early Childhood Education Journal 25: 31–8. doi: 10.1023/A:1025681830913
   Google Scholar
• Hendrick, J., Weissman, P. 2006. The whole child. 8th ed. Upper Saddle River, NJ: Pearson Publishing.
   Google Scholar
• Hyson, M., Tomlinson, H. B., Morris, C. A. 2009. Quality improvement in early childhood teacher education: Faculty perspectives and recommendations for the future. Early Childhood Research and Practice. 11, no. 1. Retrieved from http://ecrp.uiuc.edu/v1 1n1/hyson.html
   PubMedGoogle Scholar
• Katz, L. 1995. How can parents identify a high quality preschool program?. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved from http://www.kidsource.com/kidsource/content3/identify.preschool.5.html
   Google Scholar
• Love, M., Schochet, P., Meckstroth, A. 1996. Are they in any real danger: What research does – and doesn't – tell us about child care quality and children's well being. Princeton, NJ: Mathematics Policy Research, Inc.
   Google Scholar
• Maxwell, K. L., McWilliam, R. A., Hemmeter, M. L., Ault, M. J., Schuster, J. W. 2001. Predictors of developmentally appropriate classroom practices in kindergarten through third grade. Early Childhood Research Quarterly 16: 431–52. doi: 10.1016/S0885-2006(01)00118-1
   Web of Science ®Google Scholar
• National Association for the Education of Young Children 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. [Position statement]. Washington, DC: NAEYC
   Google Scholar
• Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., Yazejian, N. 2001. The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development 72: 1534–53. doi: 10.1111/1467-8624.00364
   PubMed Web of Science ®Google Scholar
• Ramey, C. T., Ramey, S. L. 2004. Early learning and school readiness: Can early intervention make a difference?. Merrill-Palmer Quarterly 50: 471–91. doi: 10.1353/mpq.2004.0034
   Web of Science ®Google Scholar
• Schweinhart, L. J., Barnes, H. V., Weikart, D. P. 1993. Significant benefits: The high/scope Perry Preschool study through age 27. Ypsilanti, Michigan: High/Scope Educational Research Foundation.
   Google Scholar
• Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., Bell, D. 2002. Researching effective pedagogy in early years, (DfES Research Report 356). London: DfES
   Google Scholar
• Tudge, J. R.H., Doucet, F. 2004. Early mathematical experiences: Observing young black and white children's everyday activities. Early Childhood Research Quarterly 19: 21–39. doi: 10.1016/j.ecresq.2004.01.007
   Web of Science ®Google Scholar
• Wasik, B. 2008. When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal 35: 515–21. doi: 10.1007/s10643-008-0245-4
   Google Scholar