This report summarizes the first year of the prekindergarten partnership between AISD, United Way for Greater Austin, and participating child development centers that served 417 students. Classrooms and students displayed high quality of instruction and academic performance, and teacher professional development opportunities are summarized.

Since 1809, there has almost always been a school in Macworth Point (now Falmouth), Maine, just north of Portland. In 1916 a brick, one-room schoolhouse was built on this property and named Pine Grove School. Unfortunately, it burned down a few days before the school opened and was rebuilt, and then expanded in 1941. In 1984, after a brief…

This study traces patterns of attendance, times of arrival and departure, and policies and practices surrounding enrollment and moving children from classroom to classroom in a child care center. It appears that children's efforts to acquire competence in developing friendships with their peers not only depends on their own capacities, but is also…

In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators, this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators with 4-year degrees teaching in a university child development center participated in the…

Practice or Policy: Continuity of care (COC) has many benefits for young children's development but is not the norm in infant/toddler classrooms. As a consequence, policymakers might not realize how such an approach might also benefit the professional development of infant and toddler teachers, particularly if they come to the field with little…

This qualitative study examines the conversations of two preschool teachers with two- and three-year-old children during small-group activity settings in two high-quality child development centers. Using interviews, observations and videotaping of small-group activities, the conversations are characterized in terms of the kind and function of…

Teachers at the Freeburg Early Childhood Program know that experimentation with physical science is of great interest to young children, and can begin as early as the age of 3. The constructivist teachers at this experimental school at the University of Northern Iowa worked for six years to develop a center-based approach to physical science with…

This paper explores young children's rhythmic, musical, humorous and playful communication in the context of empowering themselves to create meaningful curriculum during teacher-controlled routine morning-tea times in an early childhood education centre. The data, presented as "events", formed part of an interpretive qualitative study…

THE OBJECTIVES OF THE CHILD DEVELOPMENT CENTER PROGRAMS ARE TO HELP DISADVANTAGED PRESCHOOL CHILDREN LEARN TO WORK AND PLAY INDEPENDENTLY, TO RELATE WELL TO OTHER CHILDREN, TO DEVELOP SELF-IDENTITY, TO REALIZE OPPORTUNITIES TO STRIVE AND TO SUCCEED, TO BROADEN LANGUAGE SKILLS, TO BE CURIOUS, TO STRENGTHEN PHYSICAL SKILLS, TO DEVELOP CREATIVITY,…

Intended to help developers of early intervention programs for children with developmental disabilities, the book provides philosophy, methods, and procedures based on experiences of the Child Development Center of the University of Tennessee Center for Health Sciences. The first section presents a program description including information on…

This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and…

This booklet presents a brief overview of the components of a center-based Head Start child development program, including its general philosophy as well as guidelines for specific daily planning. Headings are: (1) What is a Child Development Program? (2) The Staff Designs Its Own Program; (3) The Children Themselves--What Are They Like? (4) Goals…

This book provides information to guide the development of an active learning early childhood program by assisting in the selection of materials and equipment to support children's cognitive, physical and social development. The guide considers the arrangement of classroom areas, and elements of the daily routine. The following classroom interest…

This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the…

This is the teacher's manual of the Family Oriented Structured Preschool Activity, a Title III Elementary and Secondary Education Act Developer/Demonstration Project in Saint Cloud, Minnesota. The program attempts to mold the expertise of the parent with the expertise of the professional educator in order to enhance the child's development. It is…