Early Childhood Transitions Research: a Review of Concepts, Theory, and Practice
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Early Childhood Development Our Strategy for Unleashing Girls’ Potential from the Start
Early Childhood Development Our strategy for unleashing girls’ potential from the start A girl’s earliest years can change But those years are fraught with her life–and our world. challenges for girls and their caregivers. Children’s first years represent a window of opportunity. Their brains are developing Few preschool programs offer the rapidly, building the cognitive and gender-responsive education children need to socio-emotional skills that set the stage develop healthy perceptions of themselves and for later success. Social and emotional each other. At the same time, caregivers and role learning that promotes more equal gender models for those children — most often women and relationships during these critical years can older girls — face their own set of challenges. empower both girls and boys to break the Because affordable, high-quality childcare can be cycle of gender discrimination, opening up hard to come by, mothers often give up paid work tremendous possibility for girls in particular. and older sisters must forgo their own education to care for their family. “Care is integral to child development and wellbeing...[but] too much of That’s why Echidna funds efforts the responsibility for childcare falls to support gender equality from on women.” –Overseas Development Institute, Women’s Work report the start. In early childhood, we support girls and their caregivers so both can thrive. Our grantmaking focuses on enabling quality, gender-responsive early childhood programs and high quality childcare. This sets the stage for girls to persevere and perform better in school, for boys and men to to take on a wider spectrum of roles, and for caretakers to maintain their own wellbeing. -
Early Childhood Behavior Problems and the Gender Gap in Educational
Research Article Sociology of Education 2016, 89(3) 236–258 Early Childhood Behavior Ó American Sociological Association 2016 DOI: 10.1177/0038040716650926 Problems and the Gender http://soe.sagepub.com Gap in Educational Attainment in the United States Jayanti Owens1 Abstract Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys’ early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do these early behavioral differences predict boys’ lower rates of high school graduation, college enrollment and graduation, and fewer years of schooling completed in adulthood? If so, through what pathways are they linked? I leverage a nationally representative sample of children born in the 1980s to women in their early to mid-20s and followed into adulthood. I use decomposition and path analytic tools to show that boys’ higher average levels of behavior problems at age 4 to 5 years help explain the current gender gap in schooling by age 26 to 29, controlling for other observed early childhood fac- tors. In addition, I find that early behavior problems predict outcomes more for boys than for girls. Early behavior problems matter for adult educational attainment because they tend to predict later behavior problems and lower achievement. Keywords gender, behavioral skills/behavior problems, educational attainment, life course, inequality In the United States today, men face a gender gap conditional on enrolling. The relatively small gen- in education: They are less likely than women to der gap in high school completion is due to a stag- finish high school, enroll in college, and complete nation, or by some measures a decline, in men’s a four-year college degree (Aud et al. -
Reframing Parkway Heights United Methodist Church for Strategic Adoption
Please HONOR the copyright of these documents by not retransmitting or making any additional copies in any form (Except for private personal use). We appreciate your respectful cooperation. ___________________________ Theological Research Exchange Network (TREN) P.O. Box 30183 Portland, Oregon 97294 USA Website: www.tren.com E-mail: [email protected] Phone# 1-800-334-8736 ___________________________ ATTENTION CATALOGING LIBRARIANS TREN ID# Online Computer Library Center (OCLC) MARC Record # Digital Object Identification DOI # Ministry Focus Paper Approval Sheet This ministry focus paper entitled REFRAMING PARKWAY HEIGHTS UNITED METHODIST CHURCH FOR STRATEGIC ADOPTION Written by WES INGRAM and submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry has been accepted by the Faculty of Fuller Theological Seminary upon the recommendation of the undersigned readers: _____________________________________ Chap Clark _____________________________________ Kurt Fredrickson Date Received: September 13, 2014 REFRAMING PARKWAY HEIGHTS UNITED METHODIST CHURCH FOR STRATEGIC ADOPTION A DOCTORAL PROJECT SUBMITTED TO THE FACULTY OF THE SCHOOL OF THEOLOGY FULLER THEOLOGICAL SEMINARY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF MINISTRY BY WES INGRAM JULY 2014 ABSTRACT Reframing Parkway Heights United Methodist Church for Strategic Adoption Thomas Wesley Ingram Doctor of Ministry School of Theology, Fuller Theological Seminary 2014 In order to move Parkway Heights United Methodist Church (hereafter, PHUMC) towards embracing a communal paradigm of youth ministry, the church’s mental model of youth ministry must be reframed. Therefore, the goal of this project is to launch Team 51 Ministry, including a training system for equipping adults that incorporates the most pertinent aspects of practical theology, psychosocial development of adolescents, and the ecology of adolescent development, as a framework for communal youth ministry. -
The Formative Years UNICEF’S Work on Measuring Early Childhood Development
© UNICEF/UN0319182 The formative years UNICEF’s work on measuring early childhood development The formative years: UNICEF’s work on measuring early childhood development 1 The promise of investing in young children Early childhood, which spans the period up to 8 years of age, is critical for cognitive, social, emotional and physical development. During these years, The importance of ECD as a necessary and a child’s newly developing brain is highly plastic and responsive to change as central component of global and national billions of integrated neural circuits are established through the interaction of development has been recognized by genetics, environment and experience. Optimal brain development requires a the international community through the stimulating environment, adequate nutrients and social interaction with attentive inclusion of a dedicated target within caregivers. Unsafe conditions, negative interactions and lack of educational the Sustainable Development Goals opportunities during these early years can lead to irreversible outcomes, which (SDGs). Target 4.2 specifically calls upon can affect a child’s potential for the remainder of his or her life. countries to “Ensure that, by 2030, all girls and boys have access to quality early The Convention on the Rights of the Child clearly highlights the importance of childhood development, care and pre- early childhood development (ECD), stating that a child has a right to develop to primary education so that they are ready “the maximum extent possible” (Article 6) and that “States Parties recognize the for primary education.” right of every child to a standard of living adequate for the child’s physical, mental, spiritual, moral and social development” (Article 27). -
Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B)
Disparities in Early Learning and Development: Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) EXECUTIVE SUMMARY Tamara Halle, Nicole Forry, Elizabeth Hair, Kate Perper, Laura Wandner, Julia Wessel, and Jessica Vick Child Trends June 2009 Disparities in Early Learning and Development: Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B)i Executive Summary Education and business leaders and the public at large have grown increasingly concerned about the achievement gap between children from at-risk backgrounds and their more advantaged peers – a gap that is apparent even among young children.1-3 To date, much of the research and policy attention on achievement disparities has focused on the preschool years (ages 3-5) leading immediately into the transition to kindergarten,3-5 or in later elementary school and high school.6 Research that has explored disparities based on sociodemographic risk factorsii at earlier ages has indicated that disparities in cognitive development are evident at 24 months of age, 7-9 with a few studies documenting developmental disparities based on sociodemographic risk within the first year of life.10-13 Very little research, however, has used nationally representative data to explore whether disparities are found within the first year of life, and whether disparities are evident across a wider range of developmental outcomes.iii The data and analyses presented in this brief, however, indicate that disparities are apparent in infancy, with the gap widening in toddlerhood. Policy makers and early childhood professionals therefore need to take into account the entire period from birth to 5 years, including targeted interventions to address the developmental needs of at-risk children ages 0 to 3. -
Oklahoma Core Competencies for Early Childhood Practitioners
Oklahoma Core Competencies for Early Childhood Practitioners Oklahoma Core Competencies for Early Childhood Practitioners 10/08 1 2 Table Of Contents Introduction 4 Content Areas Child Growth and Development 11 Health, Safety and Nutrition 15 Child Observation and Assessment 25 Family and Community Partnerships 30 Learning Environments and Curriculum 33 Creative Skills 38 Language Arts 39 Mathematics 40 Health, Safety and Nutrition 41 Science 42 Social and Personal Skills 43 Social Studies 44 Interactions with Children 47 Program Planning, Development and Evaluation 51 Professionalism and Leadership 55 Glossary 63 Resources 68 Feedback 71 3 Oklahoma Core Competencies for Early Childhood Practitioners Introduction This document was designed to be a comprehensive resource for any individual or organization providing programming for young children. Core Competencies are what all adults who work with young children need to know, understand and be able to do to support children’s learning and development. The Competencies use t he word “practitioner” to indicate that the professionals in the early childhood field put knowledge into practice. Purpose and Goals Oklahoma Core Competencies for Early Childhood Practitioners will provide a framework for the skills necessary to provide quality programs in all childhood education and care settings. Child development and early childhood teacher education programs may emphasize different theories, practices and content according to the educator’s or institution’s philosophy. By focusing on knowledge and skills that can be observed, the teacher educator can determine what someone needs to know in order to develop necessary skills for working with children. Realizing that skills develop over time, the competencies writers worked from the premise that every advanced skill has a beginning. -
E. Mark Cummings, Ph.D William J
December 15, 2020 E. Mark Cummings, Ph.D William J. Shaw Family Professor of Psychology [email protected] WORK ADDRESS HOME ADDRESS PHONE 204 Brownson Hall 51121 Quail Hollow Court Work: (574) 631-4947 Department of Psychology Granger, IN 46530 Home: (574) 273-8612 University of Notre Dame FAX: (574) 631-1825 Notre Dame, In 46556 Cell: (574) 850-2643 EDUCATION Ph.D. University of California, Los Angeles (1977) Major: Developmental Psychology Minors: Experimental Psychopathology, Measurement. M. A. University of California, Los Angeles (1973) Major: Psychology B. A. Johns Hopkins University (1972) Major: Social and Behavioral Sciences PROFESSIONAL POSITIONS 2017-present William J. Shaw Family Professor of Psychology, Department of Psychology, University of Notre Dame 2001-2017 Professor and Notre Dame Endowed Chair in Psychology, Department of Psychology, University of Notre Dame 2007 Visiting Scholar, Department of Psychology, University of Virginia 1996-2001 Professor, Department of Psychology, University of Notre Dame 1990-1996 Professor, Department of Psychology, West Virginia University 1986-1990 Associate Professor, Department of Psychology, West Virginia University 1985-1986 Assistant Professor, Department of Psychology, West Virginia University 1979-1985 Staff Fellow and Senior Staff Fellow, Laboratory of Developmental Psychology, National Institute of Mental Health, Bethesda, MD 1977-1979 Lecturer, Department of Psychology, University of California, Los Angeles AWARDS AND HONORS Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society, American Psychological Association. Mentoring Award in Developmental Psychology, American Psychological Association 1- EMC December 15, 2020 Reuben Hill Research and Theory Award, National Council on Family Relations James A. Burns, C.S.C., Graduate School Award for Excellence in Graduate Education, University of Notre Dame Research Achievement Award, University of Notre Dame William J. -
Theories Into Practice
Theories into Practice Understanding and Rethinking Our Work with Young Children ANDREA NOLAN & BRIDIE RABAN Published in 2015 by Teaching Solutions PO Box 197, Albert Park 3206, Australia Phone: +61 3 9636 0212 Fax: +61 3 9699 9242 Email: [email protected] Website: www.teachingsolutions.com.au Copyright © Andrea Nolan & Bridie Raban 2015 ISBN 978-1-925145-04-5 Illustrated by Tom Kurema Cover design by Tom Kurema Printed in Australia by Five Senses Education All rights reserved. Except as permitted under the Australian Copyright Act 1968 (for example a fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission. Copyright owners may take legal action against a person or organisation who infringes their copyright through unauthorised copying. All inquiries should be directed to the publisher at the address above. Photocopying The material in this book is copyright. The purchasing educational institution and its staff, and the individual teacher purchaser, are permitted under the Australian Copyright Act 1968 to make copies of the student activity pages of this book provided that: 1. The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes; 2. Copies are made only by reprographic means (photocopying), not by electronic/digital means, and are not stored or transmitted; 3. Copies are not sold or lent. -
The Development and Meaning of Psychological Distance
THE DEVELOPMENT AND MEANING OF PSYCHOLOGICAL DISTANCE Edited by Rodney R. Cocking National Institute of Mental Health K. Ann Renninger Swarthmore College LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 1993 Hillsdale, New Jersey Hove and London Contents Preface ix Acknowledgments xii Foreword xiii William Damon List of Contributors xvii PART I. Psychological Distance and Developmental Theory 1. Psychological Distance as a Unifying Theory of Development 3 Rodney R. Cocking and K. Ann Renninger 2. Psychological Distance and Behavioral Paradigms 19 K. Ann Renninger and Rodney R. Cocking 3. The Encoding of Distance: The Concept of the Zone of Proximal Development and Its Interpretations 35 Joan Voisiner and René van der Veer 4. Distancing Theory From a Distance 63 Lfrie Bronfenbrenner PART II. Psychological Distance as a Cognitive Demand 5. Temperamental Contributions to Styles of Reactivity to Discrepancy 81 Jerome Kagan and Nancy Snidman Viii CONTENTS 6 Distancing and Dual Representation 91 Judy S. DeLoache 7. Psychological Distance in Self-imposed Delay of Gratification 109 Walter Mische! and Monica L. Rodriguez 8. Structural Changes in Children's Understanding of Family Roles and Divorce 123 Malcolm W. Watson and Kurt W. Fischer 9. The Centrality of a Distancing Model for the Development of Representational Competence 141 Irving E. Sigel PART III. Psychological Distance as an Ecological Demand 10. Representational Competence in Shared Symbol Systems: Electronic Media From Radio to Video Games 161 Patricia Marks Greenfield 11. Children's Conflicts: Representations and Lessons Learned 185 Carolyn U. Shantz 12. The Social Origins of Individual Mental Functioning: Alternatives and Perspectives 203 James V. Wertsch and Jennifer A. -
Using an Ecological Perspective
Using an ecological perspective Also inside: n Transitioning successfully into retirement n Reflecting “as if” with diverse populations n Drawing clients out of avoidant behaviors n Counseling students after sexual assault CT0213_CT0213 11/29/12 4:30 PM Page 1 Counseling Today Alleged unprofessional conduct and inappropriate treatment – lead to a malpractice suit. The client, a 51-year-old woman uses her email correspondence with the counselor to mount a formidable legal case, suing for $500,000 in damages. Read the details of this case study and how coverage through HPSO responded to protect our insured counselor at www.hpso.com/ct2 This program is underwritten by American Casualty Company of Reading, Pennsylvania, a CNA company, and is offered through the Healthcare Providers Service Organization Purchasing Group. Coverages, rates and limits may differ or may not be available in all states. All products and services are subject to change without notice. This material is for illustrative purposes only and is not a contract. It is intended to provide a general overview of the products and services offered. Only the policy can provide the actual terms, coverages, amounts, conditions and exclusions. CNA is a registered trademark of CNA Financial Corporation. Copyright © 2013 CNA. All rights reserved. Healthcare Providers Service Organization is a registered trade name of Affinity Insurance Services, Inc.; (AR 244489); in CA, MN & OK, AIS Affinity Insurance Agency, Inc. (CA 0795465); in CA, Aon Affinity Insurance Services, Inc., (0G94493), Aon Direct Insurance Administrator and Berkely Insurance Agency and in NY and NH, AIS Affinity Insurance Agency. © 2013 Affinity Insurance Services, Inc. -
December 15, 2008 Perspectives in Theory
December 15, 2008 Perspectives in Theory: Anthology of Theorists affecting the Educational World Editors: Misty M. Bicking, Brian Collins, Laura Fernett, Barbara Taylor, Kathleen Sutton Shepherd University Table Of Contents Abstract_______________________________________________________________________4 Alfred Adler ___________________________________________________________________5 Melissa Bartlett Mary Ainsworth _______________________________________________________________17 Misty Bicking Alois Alzheimer _______________________________________________________________30 Maura Bird Albert Bandura ________________________________________________________________45 Lauren Boyer James A. Banks________________________________________________________________59 Adel D. Broadwater Vladimir Bekhterev_____________________________________________________________72 Thomas Cochrane Benjamin Bloom_______________________________________________________________86 Brian Collins John Bowlby and Attachment Theory ______________________________________________98 Colin Curry Louis Braille: Research_________________________________________________________111 Justin Everhart Urie Bronfenbrenner’s Ecological Model___________________________________________124 Kristin Ezzell Jerome Bruner________________________________________________________________138 Laura Beth Fernett Noam Chomsky Stubborn Without________________________________________________149 Jamin Gibson Auguste Comte _______________________________________________________________162 Heather Manning -
Expanding Access to Early Childhood Programs
Expanding Access to Early Childhood Programs Advocates can play a key role in encouraging P-12 leaders to expand access to high-quality early childhood education (ECE) programs for children from birth to third grade, with a focus on policies that help low-income families and families of color choose the programs that best meet their children’s needs. What do we know? • Early childhood programs have long-term benefits for children, yet fail to reach those who can most benefit. Numerous studies have found that children who participate in high-quality early childhood programs from birth to five that focus on physical, social-emotional, and cognitive health and development have better long-term outcomes than children who do not have these experiences. Yet, data also show that Latino children are less likely to access ECE programs at all; that Black children and those from low-income families are less likely to access high-quality early childhood education programs; and that the child care arrangements they do have are often of lower quality than their peers. • Children need to be supported through planned transitions as they move from early childhood programs into kindergarten. Thoughtful processes that engage parents, teachers, and young students in the process of moving between programs can improve children’s success in school. • There is no one-size-fits-all approach to investments in early childhood programs. Different families have different needs and desires for programs at various stages of their children’s lives. Similarly, different communities may have different early childhood programming needs and desires, especially families of color, bilingual, and low-income families.