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Early Childhood Education

Early Childhood Education is a broad term used to describe any type of educational program that serves children in their preschool years, before they are old enough to enter kindergarten. It may consist of any number of activities and experiences designed to aid in the cognitive and social development of preschoolers before they enter elementary school. - PreSchoolTeacher.org
BOOKS (to access the details of the book, open Centro Escolar University Library Manila Campus to a new tab first before clicking the title.)

JOURNALS (All print journals are available at Periodicals Unit, 2nd flr. CDL Bldg.)
  • Hunter, W. C., Elswick, S. E., Perkins, J. H., Heroux, J. R., & Harte, H. (2017). Literacy Workshops: School Social Workers Enhancing Educational Connections between Educators, Early Childhood Students, and Families. Children & Schools, 39(3), 167-176.
  • Guttmannova, K. (2016). Reading and Math Achievement among Low-Income Urban Latino Youth: The Role of Immigration. American Journal of Education, 122(2), 199-246
  • Iachini, A. L., Petiwala, A. F., & Dehart, D. D. (2016). Examining Adverse Childhood Experiences among Students Repeating the Ninth Grade: Implications for School Dropout Prevention. Children & Schools, 38(4), 218-227
  • Hill, D. A., Flores, M. M., & Kearley, R. F. (2014). Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(3), 241-254
  • Rakap, S., Jones, H. A., & Emery, A. K. (2014). Evaluation of a Web-Based Professional Development Program (Project ACE) for Teachers of Children With Autism Spectrum Disorders. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 38(3), 221-239
  • Stockall, N., Dennis, L. R., & Rueter, J. A. (2014). Developing a Progress Monitoring Portfolio for Children in Early Childhood Special Education Programs. TEACHING Exceptional Children, 46(3), 32-40.
  • Barton, E. E., Chen, C., Pribble, L., Pomes, M., & Kim, Y. (2013). Coaching Preservice Teachers to Teach Play Skills to Children With Disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 36(4), 330-349.
  • Fram, M. S., & Kim, J. (2012). Segregated from the Start: Peer Context in Center-based Child Care. Children & Schools, 34(2), 71-82.
  • Polikoff, M. S. (2012). Instructional Alignment under No Child Left Behind. American Journal of Education,118(3), 341-368.
  • Flynn, K. S. (2011). Developing Childrens Oral Language Skills through Dialogic Reading. TEACHING Exceptional Children, 44(2), 8-16.
  • Fults, R. M., & Harry, B. (2011). Combining Family Centeredness and Diversity in Early Childhood Teacher Training Programs. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 35(1), 27-48.
  • Houchins, D. E., Shippen, M. E., & Murphy, K. M. (2011). Evidence-Based Professional Development Considerations Along the School-to-Prison Pipeline. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 35(4), 271-283.
  • Moodie-Dyer, A. (2011). A Policy Analysis of Child Care Subsidies: Increasing Quality, Access, and Affordability. Children & Schools, 33(1), 37-45.
  • Recchia, S. L., & Puig, V. I. (2011). Challenges and Inspirations: Student Teachers’ Experiences in Early Childhood Special Education Classrooms. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(2), 133-151.
  • Herman, B. (2007). CAPTA and Early Childhood Intervention: Policy and the Role of Parents. Children & Schools, 29(1), 17-24.
  • Logue, M. E. (2007). Early Childhood Learning Standards: Tools for Promoting Social and Academic Success in Kindergarten. Children & Schools, 29(1), 35-43.
  • Macy, M., & Hoyt-Gonzales, K. (2007). A Linked System Approach to Early Childhood Special Education Eligibility Assessment. TEACHING Exceptional Children, 39(3), 40-44.
  • Reid, R., & Lienemann, T. O. (2006). Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder. Exceptional Children, 73(1), 53-68.
  • Schaub, M. (2006). Untangling the First Three Years Edward F.  Zigler, Matia  Finn‐Stevenson, and Nancy W.  Hall,The First Three Years & Beyond: Brain Development and Social Policy. (New Haven, CT: Yale University Press, 2002), viii 211 pp., references, index, $24.95 (cloth), $16.00 (paper); John T.  Bruer, The Myth of the First Three Years: A New Understanding of Early Brain Development and Lifelong Learning. (New York: Free Press, 1999), x 210 pp., notes, index, $25.00 (cloth), $18.95 (paper). American Journal of Education, 112(4), 605-608.
  • Simpson, C. G., Swicegood, P. R., & Gaus, M. D. (2006). Nutrition and Fitness Curriculum: Designing Instructional Interventions for Children with Developmental Disabilities. TEACHING Exceptional Children, 38(6), 50-53.
  • Correa, V. I., Hudson, R. F., & Hayes, M. T. (2004). Preparing Early Childhood Special Educators to Serve Culturally and Linguistically Diverse Children and Families: Can a Multicultural Education Course Make a Difference? Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 27(4), 323-341.
  • Lava, V. F., Recchia, S. L., & Giovacco-Johnson, T. (2004). Early Childhood Special Educators Reflect on their Preparation and Practice. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 27(2), 190-201.
  • Raver, S. A. (2004). Monitoring Child Progress in Early Childhood Special Education Settings. TEACHING Exceptional Children, 36(6), 52-57.
  • Able-Boone, H., Crais, E. R., & Downing, K. (2003). Preparation of Early Intervention Practitioners for Working with Young Children with Low Incidence Disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 26(1), 79-82.
  • Otaiba, S. A., & Smartt, S. M. (2003). Involving Parents in Early Literacy Intervention for Children with Speech and Language Delays. TEACHING Exceptional Children, 35(3), 30-35.
  • Able-Boone, H., Harrison, M. F., & West, T. A. (2002). Interdisciplinary Education of Social Inclusion Facilitators in Early Childhood Settings. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25(4), 407-412.
  • Corso, R. M., Santos, R. M., & Roof, V. (2002). Honoring Diversity in Early Childhood Education Materials. TEACHING Exceptional Children, 34(3), 30-36.
  • Dunne, L. F. (2002). Characteristics of Unified and Separate Early Childhood Education and Early Childhood Special Education Programs: A National Study. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25(3), 219-235.
  • Sexton, D., Snyder, P., Lobman, M., & Daly, T. (2002). Comparing the Developmentally Appropriate Practice (DAP) Beliefs of Practitioners in General and Special Early Childhood Service Settings. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25(3), 247-261.
  • Killoran, J., Templeman, T. P., Peters, J., & Udell, T. (2001). Identifying Paraprofessional Competencies for Early Intervention and Early Childhood Special Education. TEACHING Exceptional Children, 34(1), 68-73. 

ONLINE RESOURCES

    eBook Articles  from CREDO Reference
   
    eJournals

  • Ferguson, B. A., Downey, J. L., Shriver, A. E., Goff, K. L., Ferguson, A. M., & Mello, M. C. (2018). Improving Early Childhood Development among Vulnerable Populations: A Pilot Initiative at a Women, Infants, and Children Clinic. Child Development Research,2018, 1-8. https://www.hindawi.com/journals/cdr/2018/3943157/ref/
  • Moore, T. G., Mcdonald, M., Carlon, L., & Orourke, K. (2015). Early childhood development and the social determinants of health inequities. Health Promotion International,30(Suppl 2), Ii102-Ii115. doi:10.1093/heapro/dav031
  • Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review. BioMed Research International,2017, 1-13. https://www.hindawi.com/journals/bmri/2017/2760716/


INTERNET SITES

  • Early Childhood Today provides teacher resources such as lesson plans, tool kits, and classroom activities for pre-school. (from 'About Us') 
  • Education World is a complete online resource for teachers, administrators and school staff such as lesson plans, printables, worksheets, classroom-ready resources, EdTech tips and ideas, as well as news, articles and columns related to education and educators' professional development. (from 'About Us') 
  • Family Education has great articles and videos, activity ideas and helpful tips for parents and teachers. (from 'About Us') 
  • Gulf Bend Center provides scholarly articles about integrated behavioral health and developmental disabilities, as well as child and adolescent development and parenting. (from 'About Us') 
  • Hands On As We Grow is all about learning to do hands on activities such as crafts, art projects, gross motor and fine motor activities with kids. (from 'About') 
  • PreKinders provides classroom tested lessons and ideas to teach pre-schoolers. (from 'About') 
  • Teach Preschool is a blog by Deborah J. Stewart, M.Ed. about ideas, tips and activities in teaching pre-school. (from 'About Deborah') 

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