Effective early childhood care and education: Successful approaches and didactic strategies for fostering child development

References

• Adamson, L. 1995. Communication Development During Infancy. Madison: Brown & Benchmark.
   Google Scholar
• Anderson, R. C., and P. Freebody. 1981. “Vocabulary Knowledge.” In Reading Comprehension and Education, edited by J. T. Guthrie, 77–117. Newark: International Reading Association.
   Google Scholar
• Arnold, D. H., P. H. Fisher, G. L. Doctoroff, and J. Dobbs. 2002. “Accelerating Math Development in Head Start Classrooms.” Journal of Educational Psychology 94 (4): 762–770. doi: 10.1037/0022-0663.94.4.762
   Web of Science ®Google Scholar
• August, D., M. Carlo, C. Dressler, and C. Snow. 2005. “The Critical Role of Vocabulary Development for English Language Learners.” Learning Disabilities Research & Practice 20 (1): 50–57. doi: 10.1111/j.1540-5826.2005.00120.x
   Google Scholar
• Baumann, J. F., and E. J. Kame'enui. 1991. “Research on Vocabulary Instruction: Ode to Voltaire.” In Handbook on Research on the Teaching of English Language Arts, edited by J. Flood, J. M. Jensen, D. Lapp, and J. R. Squire, 604–632. New York: Macmillan.
   Google Scholar
• Bierman, K. L., C. E. Domitrovich, R. L.Nix, S. D. Gest, J. A. Welsh, et al. 2008. “Promoting Academic and Socio-Emotional School Readiness: The Head Start REDI Program.” Child Development 79 (6): 1802–1817. doi: 10.1111/j.1467-8624.2008.01227.x
   PubMed Web of Science ®Google Scholar
• Bowman, B. T., S. Donovan, and M. S. Burns, eds. 2001. Eager to Learn: Educating Our Preschoolers. Washington: National Academy Press.
   Google Scholar
• Brent, M. R., and J. M. Siskind. 2001. “The Role of Exposure to Isolated Words in Early Vocabulary Development.” Cognition 81: B33–B44. doi: 10.1016/S0010-0277(01)00122-6
   PubMed Web of Science ®Google Scholar
• Broadhead, P., J. Johnston, C. Tobbell, and R. Woolley. 2010. Personal, Social and Emotional Development. London: Continuum.
   Google Scholar
• Carlisle, J. F. 2007. “Fostering Morphological Processing, Vocabulary Development, and Reading Comprehension.” In Vocabulary Acquisition: Implications for Reading Comprehension, edited by R. K. Wagner, A. E. Muse, and K. R. Tannenbaum, 78–103. New York: Guilford Press.
   Google Scholar
• Clements, D. H., and J. Sarama. 2011. “Early Childhood Mathematics Intervention.” Science 333: 968–970. doi: 10.1126/science.1204537
   PubMed Web of Science ®Google Scholar
• Clements, D. H., and J. Sarama. 2007. “Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project.” Journal for Research in Mathematics Education 38 (2): 136–163.
   Web of Science ®Google Scholar
• Clements, D. H., J. Sarama, M. E. Spitler, A. A. Lange, and C. B. Wolfe. 2011. “Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial.” Journal for Research in Mathematics Education 42 (2): 127–166.
   Web of Science ®Google Scholar
• Denham, S. A. 2006. “Social-Emotional Competence as Support for School Readiness: What is it and how do we Assess it?” Early Education & Development 17 (1): 57–89. doi: 10.1207/s15566935eed1701_4
   Google Scholar
• Domitrovich, C. E., R. C. Cortes, and M. T. Greenberg. 2007. “Improving Young Children's Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum.” The Journal of Primary Prevention 28 (2): 67–91. doi: 10.1007/s10935-007-0081-0
   PubMedGoogle Scholar
• Esser, H. 2006. Migration, Language and Integration (AKI Research Review 4). Berlin: Arbeitsstelle Interkulturelle Konflikte und gesellschaftliche Integration.
   Google Scholar
• Grant, C. B., and A. D. McLaughlin. 2001. Language-Meaning-Social Construction: Interdisciplinary Studies. New York: Rodopi.
   Google Scholar
• Griffin, S. A. 2004. “Building Number Sense with Number Worlds: A Mathematics Program for Young Children.” Early Childhood Research Quarterly 19: 173–180. doi: 10.1016/j.ecresq.2004.01.012
   Web of Science ®Google Scholar
• Griffin, S. A., R. Case, and R. S. Siegler. 1994. “Rightstart: Providing the Central Conceptual Prerequisites for First Formal Learning of Arithmetic to Students at Risk for School Failure.” In Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, edited by K. McGilly, 25–49. Cambridge, MA: MIT Press.
   Google Scholar
• Gross, D., L. Fogg, C. Webster-Stratton, C. W. J. Garvey, and J. Grady. 2003. “Parent Training with Multi-Ethnic Families of Toddlers in Day Care in Low-Income Urban Communities.” Journal of Consulting and Clinical Psychology 71 (2): 261–278. doi: 10.1037/0022-006X.71.2.261
   PubMed Web of Science ®Google Scholar
• Guralnick, M. J. 2010. “Early Intervention Approaches to Enhance the Peer-Related Social Competence of Young Children with Developmental Delays: A Historical Perspective.” Infants & Young Children 23 (2): 73–83. doi: 10.1097/IYC.0b013e3181d22e14
   PubMed Web of Science ®Google Scholar
• Haden, C. A., E. Reese, and R. Fivush. 1996. “Mothers’ Extra-Textual Comments During Storybook Reading: Stylistic Differences Over Time and Across Texts.” Discourse Processes 21 (2): 135–169. doi: 10.1080/01638539609544953
   Web of Science ®Google Scholar
• Hancock, T. B., and A. P. Kaiser. 2006. “Enhanced Milieu Teaching.” In Treatment of Language Disorders in Children, edited by R. J. McCauley and M. E. Fey, 203–236. Baltimore: Brookes.
   Google Scholar
• Hart, B., and T. Risley. 1975. “Incidental Teaching of Language in the Preschool.” Journal of Applied Behavior Analysis 8 (4): 411–420. doi: 10.1901/jaba.1975.8-411
   PubMed Web of Science ®Google Scholar
• Hart, B., and T. Risley. 1995. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Brookes.
   Google Scholar
• Hart, B., and T. Risley. 1999. The Social World of Children Learning to Talk. Baltimore: Brookes.
   Google Scholar
• Hayiou-Thomas, M. 2008. “Genetic and Environmental Influences on Early Speech, Language and Literacy Development.” Journal of Communication Disorders 41: 397–408. doi: 10.1016/j.jcomdis.2008.03.002
   PubMed Web of Science ®Google Scholar
• Hollingsworth, J., and S. Ybarra. 2009. Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson. Thousand Oaks: Corwin.
   Google Scholar
• Hurtado, N., V. A. Marchman, and A. Fernald. 2008. “Does Input Influence Uptake? Links between Maternal Talk, Processing Speed and Vocabulary Size in Spanish-Learning Children.” Developmental Science 11 (6): F31–F39. doi: 10.1111/j.1467-7687.2008.00768.x
   PubMed Web of Science ®Google Scholar
• Huttenlocher, J., W. Haight, A. Bryk, M. Seltzer, and T. Lyons. 1991. “Early Vocabulary Growth: Relation to Language Input and Gender.” Developmental Psychology 27 (2): 236–248. doi: 10.1037/0012-1649.27.2.236
   Web of Science ®Google Scholar
• Jordan, N. C., D. Kaplan, C. Ramineni, and M. N. Locuniak. 2009. “Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes.” Developmental Psychology 45: 850–867. doi: 10.1037/a0014939
   PubMed Web of Science ®Google Scholar
• Joseph, G. E., and P. S. Strain. 2003. “Comprehensive Evidencebased Social-Emotional Curricula for Young Children: An Analysis of Efficacious Adoption Potential.” Topics in Early Childhood Special Education 23 (2): 62–73. doi: 10.1177/02711214030230020201
   Web of Science ®Google Scholar
• Juffer, F., M. J. Bakermans-Kranenburg, and M. H. van Ijzendoorn. 2005. “Enhancing Children's Socioemotional Development: A Review of Intervention Studies.” In Handbook of Research Methods in Developmental Science, edited by D. M. Teti, 213–232. Malden: Blackwell.
   Google Scholar
• Kaiser, A. P., and J. A. Trent. 2007. “Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development.” In Handbook of Developmental Disabilities, edited by S. Odom, R. Horner, M. Snell, and J. Blacher, 224–246. New York: Guilford.
   Google Scholar
• Kaiser, A. P., P. J. Yoder, and A. Keetz. 1992. “Evaluating Milieu Teaching.” In Causes and Effects in Communication and Language Intervention, edited by S. Warren and J. Reichle, 9–47. Baltimore: Brookes.
   Google Scholar
• Kazdin, A. E., D. K. Esveldt, N. H. French, and A. S. Unis. 1987. “Effects of Parent Management Training and Problem-Solving Skills Training Combined in the Treatment of Antisocial Child Behavior.” Journal of the American Academy of Child and Adolescent Psychiatry 26 (3): 416–424. doi: 10.1097/00004583-198705000-00024
   PubMed Web of Science ®Google Scholar
• Kinder, D., and D. Carnine. 1991. “Direct Instruction: What it is and what it is Becoming.” Journal of Behavioral Education 1 (2): 193–213. doi: 10.1007/BF00957004
   Google Scholar
• Klein, A., P. Starkey, D. Clements, J. Sarama, and R. Iyer. 2008. “Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment.” Journal of Research on Educational Effectiveness 1 (3): 155–178. doi: 10.1080/19345740802114533
   Google Scholar
• Korczak, J. 1991. When I am Little Again / The Child's Right to Respect. Lanham: University Press of America.
   Google Scholar
• Korczak, J. 2008. Wie man ein Kind lieben soll [How to love a child]. Göttingen: Vandenhoeck & Ruprecht.
   Google Scholar
• Kraft, B. L., and R. M. Santos. 1997. “Integrating Effective Teaching Literature with Literature on Instruction in the Natural Environment.” Exceptionality: A Special Education Journal 7 (2): 139–141. doi: 10.1207/s15327035ex0702_4
   Google Scholar
• Landry, S. H., P. R. Swank, K. E. Smith, M. A. Assel, and S. B. Gunnewig. 2006. “Enhancing Early Literacy Skills for Preschool Children: Bringing a Professional Development Model to Scale.” Journal of Learning Disabilities 39 (4): 306–324. doi: 10.1177/00222194060390040501
   PubMed Web of Science ®Google Scholar
• LeBlanc, L. A., J. Esch, T. M. Sidener, and A. M. Firth. 2006. “Behavioral Language Interventions for Children with Autism: Comparing Applied Verbal Behavior and Naturalistic Teaching Approaches.” The Analysis of Verbal Behavior 22: 49–60.
   PubMedGoogle Scholar
• Lever, R., and M. Sénéchal. 2011. “Discussing Stories: On How a Dialogic Reading Intervention Improves Kindergartners’ Oral Narrative Construction.” Journal of Experimental Child Psychology 108: 1–24. doi: 10.1016/j.jecp.2010.07.002
   PubMed Web of Science ®Google Scholar
• Mashburn, A. J., L. M. Justice, J. T. Downer, and R. C. Pianta. 2009. “Peer Effects on Children's Language Achievement During Pre-Kindergarten.” Child Development 80: 686–702. doi: 10.1111/j.1467-8624.2009.01291.x
   PubMed Web of Science ®Google Scholar
• McMahon, S. D., J. Washburn, E. D. Felix, J. Yakin, and G. Childrey. 2000. “Violence Prevention: Program Effects on Urban Preschool and Kindergarten Children.” Applied and Preventive Psychology 9: 271–281. doi: 10.1016/S0962-1849(00)80004-9
   Web of Science ®Google Scholar
• Mervis, C. B. 1983. “Acquisition of a Lexicon.” Contemporary Education 8 (3): 210–236. doi: 10.1016/0361-476X(83)90015-2
   Web of Science ®Google Scholar
• Mol, S. E., A. G. Bus, and M. T. DeJong. 2009. “Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language.” Review of Educational Research 79 (2): 979–1007. doi: 10.3102/0034654309332561
   Web of Science ®Google Scholar
• Nadel, J., and D. Muir, eds. 2005. Emotional Development. Oxford: Univ. Press.
   Google Scholar
• NICHD. 2000. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction (Reports of the subgroups). Rockville: National Reading Panel. Accessed June 6, 2012. www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
   Google Scholar
• Oller, D. K., R. E. Eilers, D. Basinger, M. L. Steffens, and R. Urbano. 1995. “Extreme Poverty and the Development of Precursors to the Speech Capacity.” First Language 15: 167–187. doi: 10.1177/014272379501504403
   Google Scholar
• Penno, J. F., I. A. Wilkinson, and D. W. Moore. 2002. “Vocabulary Acquisition from Teacher Explanation and Repeated Listening to Stories: Do they Overcome the Matthew Effect?” Journal of Educational Psychology 94 (1): 23–33. doi: 10.1037/0022-0663.94.1.23
   Web of Science ®Google Scholar
• Powell, D., and G. Dunlap. 2009. Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 years and their Families (roadmap to effective intervention practices). Tampa: University of South Florida.
   Google Scholar
• Ramani, G. B., and R. S. Siegler. 2008. “Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge Through Playing Number Board Games.” Child Development 79: 375–394.
   Google Scholar
• Ramani, G. B., and R. S. Siegler. 2011. “Reducing the Gap in Numerical Knowledge between Low- and Middle-Income Preschoolers.” Journal of Applied Developmental Psychology 32: 146–159. doi: 10.1016/j.appdev.2011.02.005
   Web of Science ®Google Scholar
• Raver, C. C. 2002. “Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness.” Social Policy Report XVI (3): 3–18.
   Google Scholar
• Raver, C. C., and J. Knitzer. 2002. Ready to Enter: What Research Tells Policymakers about Strategies to Promote Social and Emotional School Readiness Among Three- and Four-Year-Old Children (Policy Paper No. 3). New York: National Center for Children in Poverty.
   Google Scholar
• Raver, C. C., and E. F. Zigler. 1997. “Social Competence: An Untapped Dimension in Evaluating Head Start's Success.” Early Childhood Research Quarterly 12: 363–385. doi: 10.1016/S0885-2006(97)90017-X
   Web of Science ®Google Scholar
• Reynolds, A. J., J. A. Temple, D. L. Robertson, and E. A. Mann. 2001. “Long-Term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest: A 15-year Follow-up of Low-Income Children in Public Schools.” JAMA 285 (18): 2339–2346. doi: 10.1001/jama.285.18.2339
   PubMed Web of Science ®Google Scholar
• Robbins, C., and L. Ehri. 1994. “Reading Storybooks to Kindergartners Helps them Learn New Vocabulary Words.” Journal of Educational Psychology 86 (1): 54–64. doi: 10.1037/0022-0663.86.1.54
   Web of Science ®Google Scholar
• Rogers-Warren, A., and S. F. Warren. 1980. “Mands for Verbalization: Facilitating the Display of Newly Trained Language in Children.” Behavior Modification 4: 361–382. doi: 10.1177/014544558043006
   Web of Science ®Google Scholar
• Roulstone, S., J. Law, R. Rush, J. Clegg, and T. Peters. 2011. Investigating the Role of Language in Children's Early Educational Outcomes (Research Report DFE-RR134). Bristol: University of the West of England.
   Google Scholar
• Sénéchal, M., S. Pagan, R. Lever, and G. Ouellette. 2008. “Relations Among the Frequency or Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills.” Early Education and Development 19: 27–44. doi: 10.1080/10409280701838710
   Web of Science ®Google Scholar
• Serna, L., E. Nielsen, K. Lambros, and S. Forness. 2000. “Primary Prevention with Children at Risk for Emotional or Behavioral Disorders: Data on a Universal Intervention for Head Start Classrooms.” Behavioral Disorders 26 (1): 70–84.
   Web of Science ®Google Scholar
• Shure, M. 1994. I can Problem Solve (ICPS): An Interpersonal Cognitive Problem-Solving Program for Children. Champaign: Research Press.
   Google Scholar
• Sigel, I. E. 1987. “Does Hothousing Rob Children of their Childhood?” Early Childhood Research Quarterly 2: 211–225. doi: 10.1016/0885-2006(87)90031-7
   Google Scholar
• Siegler, R. S., and G. B. Ramani. 2008. “Playing Linear Numerical Board Games Promotes Low-Income Children's Numerical Development.” Developmental Science 11 (5): 655–661. doi: 10.1111/j.1467-7687.2008.00714.x
   PubMed Web of Science ®Google Scholar
• Stanovich, K. E. 1986. “Matthew Effects in Reading: Some Consequences of Individual Differences in Acquisition of Literacy.” Reading Research Quarterly 21: 360–407. doi: 10.1598/RRQ.21.4.1
   Web of Science ®Google Scholar
• Starkey, P., A. Klein, and A. Wakeley. 2004. “Enhancing Young Children's Mathematical Knowledge Through a Pre-Kindergarten Mathematics Intervention.” Early Childhood Research Quarterly 19: 99–120. doi: 10.1016/j.ecresq.2004.01.002
   Web of Science ®Google Scholar
• Storch, S. A., and G. J. Whitehurst. 2003. “Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model.” Developmental Psychology 38: 935–947.
   Web of Science ®Google Scholar
• Stromswold, K. 1998. “Genetics of Spoken Language Disorders.” Human Biology 70 (2): 297–324.
   PubMed Web of Science ®Google Scholar
• Sweeting, T., and J. E. Rink. 1999. “Effects of Direct Instruction and Environmentally Designed Instruction on the Process and Product Characteristics of a Fundamental Skill.” Journal of Teaching in Physical Education 18 (2): 216–233.
   Web of Science ®Google Scholar
• Underwood, M. K., and L. H. Rosen, eds. 2011. Social Development: Relationships in Infancy, Childhood, and Adolescence. New York: Guilford Press.
   Google Scholar
• Walker, D., C. R. Greenwood, B. Hart, and J. J. Carta. 1994. “Improving the Prediction of Early School Academic Outcomes Using Socioeconomic Status and Early Language Production.” Child Development 65: 606–621. doi: 10.2307/1131404
   PubMed Web of Science ®Google Scholar
• Warren, S. F., and D. Walker. 2005. “Fostering Early Communication and Language Development.” In Handbook of Research Methods in Developmental Science, edited by M. T. Douglas, 249–270. Malden: Blackwell.
   Google Scholar
• Wasik, B. A. 2006. “Building Vocabulary One Word at a Time.” Young Children 61 (6): 70–78.
   Google Scholar
• Wasik, B. A., and M. A. Bond. 2001. “Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms.” Journal of Educational Psychology 93: 243–250. doi: 10.1037/0022-0663.93.2.243
   Web of Science ®Google Scholar
• Webster-Stratton, C. 1999. How to Promote Children's Social and Emotional Competence. London: Sage.
   Google Scholar
• Webster-Stratton, C., and M. J. Reid. 2004. “Strengthening Social and Emotional Competence in Young Children - The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem-Solving Curriculum.” Infants & Young Children 17 (2): 96–113. doi: 10.1097/00001163-200404000-00002
   Web of Science ®Google Scholar
• Webster-Stratton, C., M. Reid, and M. Hammond. 2001. “Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start.” Journal of Clinical Child Psychology 30 (3): 283–302. doi: 10.1207/S15374424JCCP3003_2
   PubMed Web of Science ®Google Scholar
• Whitehurst, G. J., F. L. Falco, C. J. Lonigan, J. E. Fischel, B. D. DeBaryshe, M. C. Valdez-Menchaca, and M. B. Caufield. 1988. “Accelerating Language Development Through Picture Book Reading.” Developmental Psychology 24 (4): 552–559. doi: 10.1037/0012-1649.24.4.552
   Web of Science ®Google Scholar
• Worthington, E. 2011. The Effectiveness of Milieu Language Strategies on the English Language Growth of Head Start Children Learning English as a Second Language. (Theses and Dissertations, Paper 12025). Iowa: Digital Repository @ Iowa State University.
   Google Scholar
• Yoder, P. J., A. P. Kaiser, H. Goldstein, C. Alpert, L. Mousetis, L. Kaczmarek, and R. Fischer. 1995. “An Exploratory Comparison of Milieu Teaching and Responsive Interaction in Classroom Applications.” Journal of Early Intervention 19 (3): 218–242. doi: 10.1177/105381519501900306
   Web of Science ®Google Scholar
• Yoshikawa, H. 1994. “Prevention as Cumulative Protection: Effects of Early Family Support and Education on Chronic Delinquency and its Risks.” Psychological Bulletin 115 (1): 28–54. doi: 10.1037/0033-2909.115.1.28
   PubMed Web of Science ®Google Scholar
• Young-Loveridge, J. M. 2004. “Effects on Early Numeracy of a Program Using Number Books and Games.” Early Childhood Research Quarterly 19 (1): 82–98. doi: 10.1016/j.ecresq.2004.01.001
   Web of Science ®Google Scholar