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Webster-Stratton, Carolyn; Reinke, Wendy M.; Herman, Keith C.; Newcomer, Lori L. – Online Submission, 2011
This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention as an example of an evidence-based program that embeds fidelity and adaptation within its design. First, the core features of the IY TCM program along with the methods, processes, and principles that make the intervention effective are described. The…
Descriptors: Intervention, Classroom Techniques, Coaching (Performance), Fidelity
Barry, Elaine S. – Early Childhood Education Journal, 2006
This paper provides the opportunity to understand children's behavior from a memory viewpoint. For the last three decades, cognitive developmentalists have been asking the question, "what develops in children's memory?" Four answers to this question are presented, complete with explanations, examples, and possible applications where appropriate.…
Descriptors: Memory, Child Behavior, Cognitive Development, Preschool Teachers
Children Now, 2009
This policy brief explores kindergarten readiness observation and its benefits to local and state level stakeholders; highlights efforts by California counties and other states to measure school readiness; and makes recommendations for moving toward statewide use of kindergarten readiness observation tools. Key points include: (1) Early efforts to…
Descriptors: School Readiness, Observation, Educational Objectives, Outcomes of Education

Hopkins, Andrea Ruth – Young Children, 2002
Describes how young children's perceptions of death relate to their stage of cognitive development. Discusses basic responsibilities of teachers regarding death education in early childhood settings: helping children feel safe while acknowledging the reality of death, promoting an accepting classroom atmosphere, and providing developmentally…
Descriptors: Adult Child Relationship, Age Differences, Bereavement, Cognitive Development
Zupancic, Maja; Kavcic, Tina – European Early Childhood Education Research Journal, 2004
This study explores the relationship between cognitive, motor, social and personality development of 3-year-old children and the age of their entry into preschool, which ranged from 10 to 45 months. 247 children from 17 preschools in different regions of Slovenia, all implementing the same National Curriculum, participated. Preschool teachers…
Descriptors: National Curriculum, Measures (Individuals), Foreign Countries, Preschool Teachers

Katz, Lilian G. – Early Childhood Research Quarterly, 1996
Explores some widely held assumptions concerning the role of child development knowledge in teaching young children. Issues explored include What does the term "development" mean? What child development knowledge should be learned? Can we agree on a body of child development knowledge and principles? Why has the role of child development knowledge…
Descriptors: Caregiver Training, Child Development, Cognitive Development, Cultural Influences

Stott, Frances; Bowman, Barbara – Early Childhood Research Quarterly, 1996
Examines issues pertaining to the development of a formal knowledge base to guide the thinking and practice of early childhood teachers. Discusses the authors' views on formal knowledge, practice and reflection, and the process of teacher education, and how these views are operationalized in the master's level program at Erikson Institute in…
Descriptors: Caregiver Training, Child Development, Cognitive Development, Cultural Influences

Goffin, Stacie G. – Early Childhood Research Quarterly, 1996
Introduces the articles presented in this special collection and provides the appropriate context for discussing the relationship between changes in the child development knowledge base and their implications for early childhood teacher preparation and practice. Presents an overview of recent developments in both the preparation and practice…
Descriptors: Caregiver Training, Child Development, Cognitive Development, Cultural Influences