By Laura M. Justice, Carol Vukelich
Fine quality preschool courses are necessary to enhancing children’s results in analyzing success and leveling language and literacy disparities between scholars from varied backgrounds. Grounded in cutting-edge examine proof, this practice-oriented e-book demonstrates how preschool execs can create, review, and maintain exemplary courses. Chapters from major specialists disguise training, review, and differentiation, in addition to particular suggestions for educating English language newcomers and assisting at-risk readers. dialogue questions and advised actions for pro improvement are incorporated, as are reproducible evaluation kinds and making plans instruments to be used within the lecture room.
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Additional resources for Achieving Excellence in Preschool Literacy Instruction
Massey, L. N. (2007). Comparative benefit–cost analysis of the Abecedarian program and policy implications. Economics of Education Review, 26(1), 113–125. High-Quality Preschool Programs 21 Barnett, W. , & Yarosz, D. J. (2004). Who goes to preschool and why does it matter? Preschool Policy Matters, 8. nieer. pdf. , & Brooks-Gunn, J. (1991). Effects of maternal employment and childcare arrangements on preschoolers’ cognitive and behavioral outcomes: Evidence from the children of the national longitudinal survey of youth.
Nonparental child care: Context, quality, correlates, and consequences. In W. ) & I. E. Spiegel & K. A. Renniger (Vol. , pp. 73– 134). New York: Wiley. , & Ahnert, L. (2006). Nonparental child care: Context, concepts, correlates and consequences. In W. Damon, R. M. Lerner, K. A. Renninger & I. E. ), Handbook of child psychology: Child psychology in practice (Vol. 4, pp. 950–1016). New York: Wiley. , & Snipper, A. (1982). Lasting effects of early education: A report from the Consortium for Longitudinal Studies.
These two professional development techniques, in which teachers receive consistent, nonevaluative support from experts, and feedback on their practices as observed in the classroom and in interactions with children, have strong potential to improve the quality of teaching practices and, in turn, children’s developmental outcomes. This is particularly true when these efforts are informed by a focus on dimensions of interactions and implementation shown to produce gains for children (Pianta, 2005).