Ten Current Trends in Early Childhood Education: Literature Review and Resources for Practitioners

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REFERENCES Aram, D., & Bar-Am, O. C. (2016). Mothers helping their preschool children to spell words: A comparison between interactions using the computer vs. pencil and paper. International Journal of Child-Computer Interaction, 7, 15-21. https://doi.org/10.1016/j.ijcci.2016.03.001 Bales, D., Dalsemer, K., Blagojevic, B., Hartle, L., Chung, N., Gardner, K., MaCleod, K., & RodriguezVazquez, J. (2020). Using technology to enhance children’s learning at home and at school: Building relationships is key. https://www.naeyc.org/resources/blog/using-technology-enhance-childrens-learninghome-and-school Barnett, W. S., Epstein, D. J., Carolan, M. E., Fitzgerald, J., Ackerman, D. J., & Friedman, A. H. (2010). The State of Preschool 2010: State Preschool Yearbook. National Institute for Early Education Research. Becker, B. D., Gallagher, K. C., & Whitaker, R. C. (2017). Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms. Journal of School Psychology, 65, 40-53. https://doi.org/10.1016/j.jsp.2017.06.004 Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241-248. https://doi.org/10.1007/s10643-017-0839-9 Bierman, K.L., Morris, P.A., & Abenavoli, R.M. (2016). Parent engagement practices improve outcomes for preschool children. Edna Bennett Pierce Prevention Research Center, Pennsylvania State University https://www.rwjf.org/en/library/research/2017/02/parent-engagement-practices-improve-outcomes-forpreschool-child.html Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., ... & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA network open, 1(8), e185727e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727 Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher–child interactions and instruction. Applied Development Science, 12(3), 140-153. https://doi.org/10.1080/10888690802199418 Burgess, E., & Ernst, J. (2020). Beyond Traditional School Readiness: How Nature Preschools Help Prepare Children for Academic Success. International Journal of Early Childhood Environmental Education, 7(2), 1733. Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. Sage Open, 6(3), 1-10. https://doi.org/10.1177/2158244016660744 Cordiano, T. S., Lee, A., Wilt, J., Elszasz, A., Damour, L. K., & Russ, S. W. (2019). Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers Are Equally Prepared for Kindergarten. International Journal of Early Childhood Environmental Education, 6(3), 18-36. Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. https://doi.org/10.3102/003465430298563

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