The transition of young children with autism from preschool to kindergarten is an important event both for sustaining gains made during preschool and for establishing future social and academic development. This article provides a summary of 25 transition elements identified from the research literature as important for a successful transition.…

This article explores three broad themes about transitions that have emerged in a naturalistic study of experiences of families with young children with disabilities. Generalizations regarding early transitions include families going through a birth crisis have difficulty understanding all the information they are provided. Not only is their role…

It is now widely accepted that investments in comprehensive and coordinated early intervention services will generate long-term benefits for children and families. Additional research is needed to continue to improve all aspects of service delivery in early intervention and early childhood special education, with a particular focus on conditions…

"Rethinking Early Childhood Education" is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education (Baldwin, 1993), it represents a thirty plus year collaborative effort between the National Consortium on…

This book aims to provide research-based evidence that links theory and research to practice in early childhood settings. Different ways of constructing learning in contrasting settings are explored through the analysis of research in early childhood contexts in the United Kingdom, Australia and New Zealand. The cross-national focus extends the…

Scientists who study how the brain works have shown that children learn earlier--and learn more--than we once thought possible. From birth through age 5, children are developing the language, thinking, physical, emotional and social skills that they will need for the rest of their lives. This booklet is for families and caregivers who want to help…

The kindergarten year marks a period of rapid change in the ways children think about themselves and the world around them (Bredekamp and Copple 1997; Sameroff and McDonough 1994). Across this first year of schooling, children will acquire the knowledge and skills that will prove integral to their future success in school and in life. The…

The Research-to-Policy Connections series summarizes current research on key topics in child care and early education and discusses implications for policymakers. An examination of employed parents' child care arrangements for their infants and toddlers while working, at school, or otherwise unavailable to provide parental child care, and…

The traditional approach for teaching physical education in early elementary school has emphasized "fun" activities and many low-organized games. For very young children, ages three through about eight years of age, the curricular time that has been used for low-organized and competitive games can be substituted with more developmentally…

This study explored how background factors are related to teachers' behaviors. Currently, it is unclear what variable most accurately predicts teaching behaviors; experience, general education, or specialized training. The participants in this study were 47 early childhood educators. Teachers were primarily female and all worked with children aged…

This paper draws upon the findings of a body of recent research in early childhood education to explore the possibilities that may be available to overcome structural inequalities associated with socio-economic class, gender and ethnicity in the early years. Research has shown that preschool education makes a real difference for all children and…

This paper was prepared collectively by participants of the third seminar in a series with the title Challenging ""Social Inclusion": Perspectives for and from Children and Young People". Three 3-day seminars took place at the Universities of Edinburgh, Glasgow and Stirling in 2002-3 attended by academics, professionals from…

Computers have become an increasingly accepted learning tool in the early childhood classroom. Despite initial concerns regarding the effect of computers on children's development, past research has indicated that computer use by young children can support their learning and developmental outcomes (Siraj-Blatchford & Whitebread, 2003; Yelland,…

Is computer usage appropriate for young children? The manner in which the computer is used can benefit the child, have no effect whatsoever, or actually be detrimental to the child's academic and personal growth. Specific conditions can be instituted to assure that young children benefit from their exposure to or interaction with technology. How…