Taylor & Francis Handbook of Child Development and Early Education: Research to Practice

How and what should young children be taught? What emphasis should be given to emotional learning? How do we involve families? Addressing these and other critical questions, this authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally appropriate curriculum might look like across the preschool and early elementary years. State-of-the-science work is presented on brain development and the emergence of cognitive, socioemotional, language, and literacy skills in 3- to 8-year-olds. Drawing on experience in real-world classrooms, contributors describe novel, practical approaches to promoting school readiness, tailoring instruction to children’s learning needs, and improving the teaching of language arts, math, and science. Review This exceptionally comprehensive and accessible volume will be of value as a text in programs preparing early childhood educators, as a basis for professional development, and as a handy resource for early childhood researchers. In addition, it provides a solid research basis for effective arguments to policymakers and the public about the importance of high-quality early childhood programs for children's development and later academic achievement.--Catherine E. Snow, PhD, Henry Lee Shattuck Professor of Education, Harvard University A 'must have' for early childhood educators. This volume helps the reader keep abreast of the diverse knowledge bases that underlie the teaching of young children, and shows how applying research and theory can aid in preparing children for school. Coverage includes basic neural changes in infancy, typical socioemotional development, the effects of relationships and culture, and teaching and learning in specific content areas. The chapters provide a solid framework for novices and a terrific catch-up for seasoned professionals, with excellent bibliographies and cross-references. Barbarin, Wasik, and company have done the field a great service.--Barbara Bowman, MA, Irving B. Harris Professor of Child Development, Erikson Institute, Chicago, IllinoisThis handbook fills a unique niche by bringing together the best of developmental science with the best of early education. By taking a biopsychosocial approach, it provides the reader with the latest science relevant to early education. The benefits of this information are amplified by educators proposing specific recommendations for the translation of developmental research into more effective educational practice during the preschool and early school years.--Arnold J. Sameroff, PhD, Center for Human Growth and Development, University of Michigan-The range of this text is tremendous and the scholarship that underpins it is impressive....In an area that is seeing a proliferation of edited collections presented as handbooks this text stands out for its vision in linking through new theoretical developments and theorized pedagogical developments. It will serve as a resource for all engaged with early years professionals, as a standby for academics, and a must for those engaging with early childhood education as students. My students will have to buy their own because mine is staying close to me, it will serve me as a teaching resource and an inspiration for my future professional work.--Educational Review, 7/10/2009ƒƒ Cohesively and clearly summarizes current research from developmental psychology and also offers concrete suggestions for how to incorporate this information into appropriate learning experiences for young children....The book should be of interest not only to educational psychologists, early childhood educators, and graduate students in these areas, but also to those involved with educational administration and policy making. It is comprehensive, detailed, accurate, and easily understandable―a rare combination. It takes a biopsychosocial approach, bringing together current research from education, psychology, and othe