Strategic Community and State Action to Promote the Well-being of Infants and Toddlers

Knitzer, Jane; Kreader, J. Lee

doi:10.1097/00001163-200410000-00005

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…The results also indicated that the quality of the EC institution is a significant predictor of a child's development upon entering school. In other words, assessment of the educational quality of early childhood education institutions can serve as a significant predictor of children's cognitive/linguistic progress in school (Siraj-Blatchford et al 2002;Knitzer and Kreader 2004). Furthermore, it was recently found that EC teacher qualification promotes children's well-being, salary and success as adults (Chetty et al 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Experienced Early Childhood Teachers as Graduate Students: A Process of Change

Mevorach

Limón

2011

Early Childhood Educ J

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This paper explores perceptions of professional identity among experienced early childhood educators (ECEs) who are novice students in a new master's degree program in ECE. We sought to examine the changes experienced by these educators. The study used qualitative content analysis, which included an open-ended questionnaire that was administered twice to the participants: at the beginning of their first year of study and at the end of the second year. The findings indicate a change in the participants' perceptions of their multi-dimensional professional identity. They began to examine the early childhood educational system with a critical point of view based on their academic and pedagogical conceptual vision, and became aware of the contingent political consequences. We believe this study will enable us to advance the ECE system and promote academic research conducted by professionals.The study examines the professional identity of graduate students who are professional and experienced early childhood educators (ECEs) and at the same time novice graduate students. Considering these two sides of the same coin enables us to learn how these students understand the professional world of Early Childhood Education (ECE) and how they change during the course of their advanced studies in a master's degree program in ECE. This study is anchored in two points of view. The first, a global perspective, finds expression in the importance that many countries worldwide attribute to early childhood education. The other, a local perspective, examines the local context, and in particular the students studying in the ECE master's degree program. These two perspectives are interconnected and based on the general importance emerging from research and from reports on early childhood education.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Experienced Early Childhood Teachers as Graduate Students: A Process of Change

Mevorach

Limón

2011

Early Childhood Educ J

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“…Underlying each of these levels are fiscal challenges facing both families of children with multiple needs and state and local systems of care that are trying to coordinate multiple, shrinking, confusing, and diverse funding streams for service delivery (Akers & Roberts, 1999;McCollum, 2000;Striffler, Perry, & Kates, 1997). This is occurring simultaneously with expanding reforms across systems such as welfare (Knitzer & Kreader, 2004;Robinson & Rosenberg, 2004;Rosman & Knitzer, 2001), childcare (Booth-LaForce & Kelly, 2004), health (American Academy of Pediatrics, 2002;Freund, Boone, Barlow, & Lim, 2005;Nickel, Cooley, McAllister, & Samson-Fang, 2003), and mental health (Knitzer, 2000;Thomasgard & Merrilees, 2004).…”

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confidence: 99%

Establishing Outcomes for Service Coordination

Bruder¹,

Harbin

Whitbread³

et al. 2005

Topics in Early Childhood Special Education

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The Research and Training Center (RTC) in Service Coordination is a federally funded project charged with carrying out an advanced research program to analyze current, and recommend future, policies and practices for service coordination under Part C of the Individuals with Disabilities Education Act amendments of 1997. One RTC objective was to identify outcomes of service coordination that could be measured to provide evidence for effectiveness. To accomplish this objective, four national studies were implemented with multiple stakeholder groups. The outcomes generated from each of the four studies were then combined and reduced to a set of child and family outcomes that could be measured as evidence of effective service coordination. These outcomes were then embedded in a service coordination logic model to illustrate the complexity of variables contributing to achievement of positive outcomes for families and their children.

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Comparing Language and Literacy Environments in Two Types of Infant–Toddler Child Care Centers

Norris

2014

Early Childhood Educ J

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Strategic Community and State Action to Promote the Well-being of Infants and Toddlers

Cited by 5 publications

References 2 publications

Experienced Early Childhood Teachers as Graduate Students: A Process of Change

Experienced Early Childhood Teachers as Graduate Students: A Process of Change

Establishing Outcomes for Service Coordination

Comparing Language and Literacy Environments in Two Types of Infant–Toddler Child Care Centers

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