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Early Childhood Research & Practice DOCUMENT RESUME ED 475 621 PS 031 261 AUTHOR Katz, Lilian G., Ed.; Rothenberg, Dianne, Ed.; Preece, Laurel TITLE Early Childhood Research & Practice: An Internet Journal on the Development, Care, and Education of Young Children, Spring 2003. ISSN ISSN-1524-5039 PUB DATE 2003-00-00 NOTE 163p.; Produced by University of Illinois at Champaign- Urbana, Early Childhood and Parenting Collaborative. For individual papers, see PS 031 262-268. For Fall 2002 edition, see PS 030 921. Published bi-annually. AVAILABLE FROM For full text: http://ecrp.uiuc.edu/v5n1/index.html. PUB TYPE Collected Works Serials (022) Multilingual/Bilingual Materials (171) JOURNAL CIT Early Childhood Research & Practice: An Internet Journal on the Development, Care, and Education of Young Children, 2003; v5 nl Spr 2003 LANGUAGE English, Spanish EDRS PRICE EDRS Price MF01/PC07 Plus Postage. DESCRIPTORS Cross Cultural Studies; Cultural Differences; Developmentally Appropriate Practices; *Early Childhood Education; Educational Technology; Electronic Journals; Hypermedia; Models; Mothers; Outcomes of Education; Parent Teacher Cooperation; Personal Narratives; Play; *Preschool Curriculum; Research Problems IDENTIFIERS Cultural Sensitivity; Koreans; Project Approach (Katz and Chard) ABSTRACT Early Childhood Research and Practice (ECRP), a peer-reviewed Internet-only journal sponsored by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-Champaign, covers topics related to the development, care, and education of children from birth to approximately age 8. The journal emphasizes articles reporting on practice-related research and on issues related to practice, parent participation, and policy. Also included are articles and essays that present opinions and reflections. The first part of this issue of ECRP features commentary (James Lonigan) on a study of preschool models and later school success (Rebecca Marcon) that was published in the Spring 2002 issue of ECRP. Marcon's reply to this commentary is also featured, along with an introduction to the discussion (Lilian G. Katz). The second part of the journal issue presents five articles as follows: (1) "The Gift of Time: Enactments of Developmental Thought in Early Childhood Practice" (M. Elizabeth Graue, Janice Kroeger, and Christopher Brown); (2) "Instant Video Revisiting for Reflection: Extending the Learning of Children and Teachers" (Seong B. Hong and Jane T. Broderick);(3) "Understanding the Relationships among American Primary-Grade Teachers and Korean Mothers: The Role of Communication and Cultural Sensitivity to the Linguistically Diverse Classroom" (Heayoung Yang and Mary Benson McMullen); (4) "Preschool Teachers' Play Experiences Then and Now" (Annette Sandberg and Ingrid Pramling Samuelsson); and (5)"Applying an Analytic Writing. Rubric to Children's Hypermedia 'Narratives'" (Michael S. Mott, Cynthia Etsler, and Deondra Drumgold). The issue concludes with both English and Spanish-language Reproductions supplied by EDRS are the best that can be made from the original document. olds in a bilingual school in Mexico City. (HTH) Reproductions supplied by. EDRS are the best that can be made from the original document. ECRP: Early Childhood Research & Practice Page 1 of 1 Current Issue Spring 2003 Volume5 Number 1 EARLY CHILDHOOD Archived Issues ESEARCH Fall 2002: Volume 4 Number 2 Spring2002: Volume 4 PRACTICE Number 1 Fall 2001: Volume 3 Number 2 an Internet journal on the development,care, and education of young children Spring 2001: Volume 3 Number 1 Fall 2000: Volume 2 Lilian G. Katz Dianne Rothenberg Number 2 Editor Associate Editor Spring 2000: Volume 2 Number 1 Laurel Preece, Managing Editor Fall 1999: Volume 1 email: [email protected] Number 2 Spring 1999: Volume 1 Number 1 Search ECRP About ECRP Subscription information I Instructions for authors Receive news updates about ECRP IEditorial review board Links to electronic publications on early childhood education Early Childhood Research & Practice (ECRP), a peer-reviewed electronic journal sponsored by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-Champaign, covers topics related to the development, care, and education of children from birth to approximately age 8. ECRP emphasizes articles reporting on practice-related research and development, and on issues related to practice, parent participation, and policy. ECRP also includes articles and essays that present opinions and reflections, and letters to the editor. Published biannually by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana- Champaign, Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. (Formerly published by the ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois at Urbana-Champaign.) ISSN 1524-5039 Go to the ECAP Home Page ECRP was established Send comments to ECRP February 27, 1999. Last updated: June 5, 2003 BEST COPY AVAILABLE U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) rn This document has been reproduced as C University of Illinois received from the person or organization originating it. at Urbana-Champaign pialmticiffue066iv-1 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 http://ecrp.uiuc.edu/ official OERI position or policy. 6/11/2003 http://ecrp.uiuc.edu/v5n1/index.html ECRP EARLY CHILD14:00D ESEARCI-4 & Spring 2003 P RACT.I CE Volume 5 Number 1 Table of Contents Contents Commentary Introduction to the Discussion Lilian G. Katz Comment on Marcon (ECRP, Vol. 4, No. 1,Spring 2002): "Moving up the Grades: Relationship between Preschool Model and Later School Success" Christopher J. Lonigan Reply to Lonigan Commentary Rebecca A. Marcon Papers The Gift of Time: Enactments of Developmental Thought in Early Childhood Practice M. Elizabeth Graue, Janice Kroeger, & Christopher Brown Instant Video Revisiting for Reflection: Extending the Learning of Children and Teachers Seong B. Hong & Jane T. Broderick Understanding the Relationships among American Primary-Grade Teachers and Korean Mothers: The Role of Communication and Cultural Sensitivity in the Linguistically Diverse Classroom Heayoung Yang & Mary Benson McMullen Preschool Teachers' Play Experiences Then and Now Anette Sandberg & Ingrid Pramling Samuelsson Applying an Analytic Writing Rubric to Children's Hypermedia "Narratives" Michael S. Mott, Cynthia Etsler, & Deondra Drumgold Feature A Study of Bones Yvonne Kogan o English (download time: 40 sec on 28.8 modem) o Spanish (download time: 42 sec on 28.8 modem) ECRP Home Page. Issue Intro Page Table of Contents 1 of 1 3 http://ecrp.uiuc.edu/v5n1/katz.html EARLY C I.D(-;i'001) ESE A RCH' & Spring 2003 PRACTICE Volume 5 Number 1 Table of Contents Introduction to the Discussion Lilian G. Katz University of Illinois at Urbana-Champaign View: Marcon article from v4 n1 Lonigan commentary on Marcon article Marcon response to Lonigan commentary Editor's introduction to the discussion Discussion: Contribute to the discussion Read online discussion (pending) In this issue of Early Childhood Research & Practice, we are pleased to include the comments of Professor Christopher Lonigan on the article by Professor Rebecca Marcon titled "Moving up the Grades: Relationship between Preschool Model and Later School Success," published in volume 4, number 1, Spring 2002, and Professor Marcon's response to those comments. This kind of scholarly exchange is precisely what we had hoped to encourage by distributing a press release announcing the publication of Marcon's paper, and we hope that readers will find it engaging. In addition, we hope that addressing this topic and the complexities of conducting reliable longitudinal research will lead to a stronger commitment to supporting more such research. Professor Lonigan's suggestion that the distribution of the press release may have been "more about politics than about science" and his reference to "politically motivated dissemination of misinformation" should not distract us from the important issues he raises about how to interpret the complex data presented by Marcon. Professor Lonigan is associate professor of psychology at Florida State University and associate director of the Florida Center for Reading Research (http://www.fcmorgi). He has worked with Grover "Russ" Whitehurst, director of the Institute of Education Sciences, on emergent literacy and related issues, including the development of the National Center for Learning Disabilities' "Get Ready to Read" screening tool (http://www.getreadytoread.org/research.html). Recent publications include "Development and Promotion of Emergent Literacy Skills in Preschool Children At-Risk of Reading Difficulties" in Preventing and Remediating Reading Difficulties: Bringing Science to Scale (B. Foorman, ed.), and "Temperamental Basis of Anxiety Disorders in Children" (with B. M. Phillips) in The Developmental Psychopathology of Anxiety (M. W. Vasey & M. R. Dadds, eds.). Professor Marcon is a developmental psychologist and a professor of psychology at the University of North Florida. After working as a school psychologist in the barrios of East Los Angeles, she has held faculty positions in the Departments
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