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BP1004sources.docxWEB RESOURCE: CHILD TRENDS
High-quality preschool can support healthy development and learning
WEB RESOURCE: REPORT ON “STARTING OUT RIGHT” WITH PRE-K AND KINDERGARTEN
Report on “Starting Out Right” with Pre-K and Kindergarten
Hull, J. (2012, February). Starting out right: Pre-K and kindergarten: Full report. Retrieved from Center for Public Education. Retrieved from https://www.leg.state.nv.us/Interim/77th2013/Exhibits/Education/E071514O-1.pdf
https://www.leg.state.nv.us/App/InterimCommittee/REL/Document/5412?rewrote=1
DOCUMENT: SUMMARY REPORT ON THE HIGH/SCOPE PERRY PRESCHOOL STUDY
Summary Report on The High/Scope Perry Preschool Study
Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2011). The High/Scope Perry Preschool Study through age 40: Summary, conclusions, and frequently asked questions. Retrieved from http://nieer.org/wp-content/uploads/2014/09/specialsummary_rev2011_02_2.pdf
https://nieer.org/wp-content/uploads/2014/09/specialsummary_rev2011_02_2.pdf
DOCUMENT: HEAD START AND THE CHANGING DEMOGRAPHICS OF TODAY’S YOUNG CHILDREN
Head Start and the Changing Demographics of Today’s Young Children
Golden, O. (2011). Head start and the changing demographics of today’s young children. NHSA dialog briefs: A briefing paper on immigration and diversity, 14(1).
REPORT: AMERICA’S HISPANIC CHILDREN
Murphey, D., Guzman, L. & Torres, A. (2014, September 24). America’s Hispanic children: Gaining ground, looking forward. Retrieved from http://www.childtrends.org/wp-content/uploads/2014/09/2014-38AmericaHispanicChildren.pdf
Making Connections
This resource offers an overview of the changing U.S. demographics that influence education at all levels. Browse through it for information and statistics that relate specifically to the early childhood field so you can confirm or expand your thinking on skills that benefit educators and other professionals working in more diverse settings.
WEB RESOURCE: EXPLORE YOUR SCHOOL'S CHANGING DEMOGRAPHICS
Explore Your School's Changing Demographics
Urban Institutes. (2020). Explore your school’s changing demographics. Retrieved from https://www.urban.org/features/explore-your-schools-changing-demographics
MULTIMEDIA RESOURCE: THREE CORE CONCEPTS IN EARLY DEVELOPMENT
Three Core Concepts in Early Development
Center on the Developing Child at Harvard University and National Scientific Council on the Developing Child. (2011). Three core concepts in early development [Multimedia file]. Retrieved from http://developingchild.harvard.edu/resources/three-core-concepts-in-early-development/
Time Estimate: 45 min
Making Connections
Research confirms the importance of a child’s early years to development and learning. These reports offer evidence of how lifelong health can get off to a great—or shaky—start depending on a child’s experiences in the womb and during early childhood. What information describing the influence of environment and pivotal relationships would be especially valuable in your work with young children and families? Be sure to note situations that can put young children at particular risk, such as having a mother who is depressed. In addition to gathering facts on the effects of maternal depression on children, look for intervention strategies and policies that advocate for improved outcomes for young children and their families.
REPORT: FOUNDATIONS OF LIFELONG HEALTH ARE BUILT IN EARLY CHILDHOOD
Foundations of Lifelong Health Are Built in Early Childhood
Center on the Developing Child at Harvard University. (2010, July). The foundations of lifelong health are built in early childhood. Retrieved from http://developingchild.harvard.edu/wp-content/uploads/2010/05/Foundations-of-Lifelong-Health.pdf
VIDEO: THE IMPACT OF EARLY ADVERSITY ON CHILDREN’S DEVELOPMENT
The impact of early adversity on children’s development
Center on the Developing Child at Harvard University. (2007). InBrief: The impact of early adversity on children’s development [Video file]. Retrieved from http://developingchild.harvard.edu/resources/inbrief-the-impact-of-early-adversity-on-childrens-development-video/
REPORT: MATERNAL DEPRESSION AND A YOUNG CHILD’S DEVELOPMENT
Maternal Depression and a Young Child’s Development
National Scientific Council on the Developing Child. (2009). Maternal depression can undermine the development of young children (Working Paper No. 8). Retrieved from http://developingchild.harvard.edu/wp-content/uploads/2009/05/Maternal-Depression-Can-Undermine-Development.pdf
VIDEO: BENEFITS OF RISK IN CHILDREN’S PLAY
Benefits of Risk in Children’s Play
Alliance for Childhood (Producer). (n.d.). The benefits of risk in children’s play [Video file]. Retrieved April 28, 2021, from https://allianceforchildhood.org/videos#:~:text=The%20Benefits%20of%20Risk%20in,and%20secure%20in%20the%20world.
WEB RESOURCE: THE IRONY OF THE OVERPROTECTED CHILD
The Irony of the Overprotected Child
Dill, J. S. (2014, April 8). The irony of the overprotected child [Blog post]. Retrieved from http://family-studies.org/the-irony-of-the-overprotected-child/
WEB RESOURCE: RECESS WITHOUT RULES
Lahey, J. (2014, January 28). Recess without rules. Retrieved from http://www.theatlantic.com/education/archive/2014/01/recess-without-rules/283382/
WEB RESOURCE: SHOULD TEACHERS BE ALLOWED TO TOUCH STUDENTS?
Should Teachers Be Allowed to Touch Students?
Lahey, J. (2015, January 23). Should teachers be allowed to touch students? Retrieved from http://www.theatlantic.com/education/archive/2015/01/the-benefits-of-touch/384706/
POSITION STATEMENT: NAEYC VIEWS ON TEACHERS TOUCHING CHILDREN
NAEYC Views on Teachers Touching Children
National Association for the Education of Young Children (NAEYC). (1996). Prevention of child abuse in early childhood programs and the responsibilities of early childhood professionals to prevent child abuse [Position statement]. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSCHAB98.PDF
POSITION STATEMENT: WHERE WE STAND: SCREEN TIME
American Academy of Pediatrics. (2016, November 1). Where we stand: Screen time. Retrieved from https://www.healthychildren.org/English/family-life/Media/Pages/Where-We-Stand-TV-Viewing-Time.aspx
WEB RESOURCE: COMMON SENSE MEDIA RESEARCH DOCUMENTS MEDIA USE AMONG INFANTS, TODDLERS, AND YOUNG CHILDREN
Common Sense Media Research Documents Media Use Among Infants, Toddlers, and Young Children
Common Sense Media. (2011, October 25). Common Sense Media research documents media use among infants, toddlers, and young children. Retrieved from https://www.commonsensemedia.org/press-releases/common-sense-media-research-documents-media-use-among-infants-toddlers-and-young-children
INFOGRAPHIC: KEY STATISTICS ON MEDIA USE BY CHILDREN TO AGE 8
Key Statistics on Media Use by Children to Age 8
Common Sense Media. (2013). Zero to eight: Children’s media use in America 2013. [Infographic]. Retrieved from https://www.commonsensemedia.org/zero-to-eight-2013-infographic
Making Connections
Screen time has different implications for children at different ages. In a wired world, helping families understand these differences is vital. Research that specifically addresses the needs—and needed restrictions—for the youngest children can be helpful for adding details and credibility to the advice you give. Review this resource to help organize your thinking on how you would explain screen time recommendations for children from birth to age 3.
WEB RESOURCE: SCREEN TIME FOR CHILDREN UNDER AGE 3
Screen Time for Children Under Age 3
Zero to Three (n.d.). Screen sense: Setting the record straight: Research-based guidelines for screen use for children under 3 years old. Retrieved January 31, 2017, from https://www.zerotothree.org/resources/series/screen-sense-setting-the-record-straight
