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Maryam Zarra-Nezhad; Katja Suhonen; Nina Sajaniemi – International Journal of Developmental Science, 2024
Early childhood forms the fundamental basis for developing various social-emotional skills and represents a unique opportunity to lay the foundation for healthy development. Insensitive learning environments in early childhood may lead to social-emotional difficulties, increasing the risk of developing severe behavioral problems. However,…
Descriptors: Social Emotional Learning, Early Intervention, Program Evaluation, Program Development
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Yihan Sun; Mitchell Bowden; Lee Cameron; Helen Skouteris; Claire Blewitt – Australasian Journal of Early Childhood, 2024
Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention…
Descriptors: Foreign Countries, Trauma Informed Approach, Early Childhood Education, Early Intervention
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McLeod, Ragan H.; Hardy, Jessica K.; Sands, Michelle M. – Early Childhood Education Journal, 2022
Preparation of early childhood special educators, including early interventionists, includes knowledge and application of different practices than either early childhood generally or school-age special education. Several organizations, including the Division of Early Childhood of the Council for Exceptional Children, have identified relevant…
Descriptors: Special Education, Young Children, Early Childhood Teachers, Early Intervention
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Center for Research and Reform in Education, 2023
This document seeks to provide a broad overview of the contemporary trends and existing research related to young children experiencing homelessness in the United States. Conducted by Johns Hopkins University's Center for Research and Reform in Education in conjunction with the Johns Hopkins IDEALS Institute, this research was conducted for…
Descriptors: Young Children, Homeless People, Early Experience, Early Intervention
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Colby Hall; Katlynn Dahl-Leonard; Garrett J. Roberts; Philip Capin; Delanie Peacott; Lauren Thayer; Kristin Conradi Smith – Grantee Submission, 2025
Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to…
Descriptors: Kindergarten, Parents, Parents as Teachers, Parent Background
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McCorkle, Laura S.; Jennings, Sheena; Cloninger, Elizabeth – PDS Partners: Bridging Research to Practice, 2022
A description of a partnership between a university's child and family development program and a local program is provided. Through this partnership, pre-service educators participate in home visits to learn strategies to support effective communication, collaboration, and implementation of evidence-based practices to enhance the learning of young…
Descriptors: Preservice Teachers, Young Children, Family School Relationship, Partnerships in Education
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McWayne, Christine M.; Mistry, Jayanthi; Brenneman, Kimberly; Zan, Betty; Greenfield, Daryl – Teachers College Record, 2020
Background/Context: In the context of increasing accountability mandates in the preK-12 education system, the importance of professional development (PD) supports for early childhood educators is recognized. Education leaders emphasize the importance of partnering with teachers to inform the development of effective PD approaches. This partnering…
Descriptors: Preschool Education, Accountability, Faculty Development, Teacher Participation
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Walker, Hill; Feil, Edward G.; Frey, Andy; Small, Jason; Seeley, John; Golly, Annemieke; Crosby, Shantel; Lee, Jon; Forness, Steve; Sprick, Marilyn; Coughlin, Cristy; Stiller, Brianna – Grantee Submission, 2018
This manuscript describes a major revision and update of the First Step to Success Early Intervention Program, now called First Step Next. The original First Step Program was published in 1997 and the revised, updated version was published in 2015 (Walker et al.). First Step Next is a collaborative, Tier II school- and family-supported early…
Descriptors: Early Intervention, Skill Development, Program Development, Program Implementation
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Gilboa, Yafit – Journal of Occupational Therapy, Schools & Early Intervention, 2016
Cultural factors significantly influence the effectiveness of pediatric screening that enables the prevention of developmental disturbances. The formulation of intervention programs must match the needs of the child, his or her family, and educators. Recognizing the importance of creating an intervention program accessible to the culture of the…
Descriptors: Preschool Children, Males, Jews, Cultural Relevance
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Pineda, Roberta; Heiny, Elizabeth; Roussin, Jessica; Nellis, Patricia; Bogan, Katherine; Smith, Joan – Journal of Early Intervention, 2020
The Baby Bridge program was developed to ensure timely and continuous therapy services following neonatal intensive care unit (NICU) discharge. A systematic process for development of the Baby Bridge program included a review of the evidence, integration of theory, and input from NICU health care professionals, early intervention leadership, and…
Descriptors: Transitional Programs, Therapy, Home Programs, Program Development
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Pawilen, Greg Tabios; Manuel, Sheena Jade – International Journal of Curriculum and Instruction, 2018
The K to 12 Education provided an opportunity for the advancement of gifted education in the Philippines, especially in public schools. This paper identifies different existing programs for gifted education in the country and discusses the issues and challenges experienced by teachers and administrators in implementing the curriculum for the…
Descriptors: Foreign Countries, Elementary Secondary Education, Academically Gifted, Curriculum Development
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Ballieux, Haiko; Tomalski, Przemyslaw; Kushnerneko, Elena; Johnson, Mark H.; Karmiloff-Smith, Annette; Moore, Derek G. – Infant and Child Development, 2016
Recent work suggests that differences in functional brain development are already identifiable in 6- to 9-month-old infants from low socio-economic status (SES) backgrounds. Investigation of early SES-related differences in neuro-cognitive functioning requires the recruitment of large and diverse samples of infants, yet it is often difficult to…
Descriptors: Feasibility Studies, Infants, Eye Movements, Neurology
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Li, Yan; Coplan, Robert J.; Wang, Yuemin; Yin, Jingtong; Zhu, Jingjing; Gao, Zhuqing; Li, Linhui – Infant and Child Development, 2016
The goal of this study was to provide a preliminary evaluation of a social skills and facilitated play early intervention programme to promote social interaction, prosocial behaviours and socio-communicative skills among young extremely shy children in China. Participants were a sample of n = 16 extremely shy young children attending kindergarten…
Descriptors: Early Intervention, Interpersonal Competence, Play, Shyness
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Dunst, Carl J. – Infants and Young Children, 2015
A model for designing and implementing evidence-­based in­-service professional development in early childhood intervention as well as the key features of the model are described. The key features include professional development specialist (PDS) description and demonstration of an intervention practice, active and authentic job-­embedded…
Descriptors: Faculty Development, Early Intervention, Inservice Teacher Education, Feedback (Response)
Horowitz, Michelle; Squires, Jim – Center on Enhancing Early Learning Outcomes, 2014
As the country quickly builds its efforts to enhance quality in early education and care classrooms, states are implementing Quality Rating and Improvement Systems (QRIS) to recognize and improve the quality of programs. QRIS also provides technical support and increased financial benefits for participating programs to attain higher levels of…
Descriptors: State Standards, Educational Quality, Inclusion, Early Childhood Education
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