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The early years matter : education, care, and the well-being of children, birth to 8 / Marilou Hyson, Heather Biggar Tomlinson ; foreword by Jacqueline Jones.
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- 1 copy at The Center Library.
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0 current holds with 1 total copy.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 372.21 Hys 2014 | 146053 | Stacks | Available | - |
Record details
- ISBN: 9780807755266 (pbk. : alk. paper)
- ISBN: 0807755265 (pbk. : alk. paper)
- ISBN: 9780807755587 (pbk)
- ISBN: 0807755583 (pbk)
- Physical Description: xii, 179 pages : illustrations ; 25 cm.
- Publisher: New York : Teachers College, [2014]
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references (p. 158-171) and index. |
| Formatted Contents Note: | 1. Opening doors to learning for young children and their families : The early care and education experiences of four children: Nico and home visiting ; Julia and family child care ; Rachel and prekindergarten ; Henry and 1st grade -- The nature of early care and education -- About this book -- Professionals like you matter to children in their early years -- Our hope for you -- 2. The early years matter for babies and toddlers / Teresa and Trevor's story : How babies and toddlers grow -- The heart of baby and toddler development: relationships within families -- Services for families and children birth to age 3 -- The effect of early childhood services on the development of babies and toddlers -- Initiatives to improve the quality of services for babies and toddlers -- Professionals in the infant-toddler field: many roles, many pathways -- The joys and challenges of supporting babies and toddlers -- 3. The early years matter for preschoolers / Bree's story : The preschool options -- Choosing a program: the quality issue -- The effect of high-quality services on the development of preschoolers -- Questions about public preschool that decision-makers find hard to answer -- How preschool professionals make a difference -- The role of early childhood professionals in shaping good preschool policies -- 4. The early years matter for children in kindergarten through 3rd grade / Carlos's story : Children from age 5 to 8: moving toward competence, cooperation, and new connections with people and ideas -- From kindergarten through the primary grades: are these still the early years and why do these years matter? -- K-3 education is almost universal, but is it universally good? -- Efforts to enhance the positive impact of K-3 education: three examples -- Early childhood professionals and K-3 education -- An early childhood vision for children from age 5 to 8 -- 5. The early years matter for children in low-income families / Anna's story : Describing low-income children in America -- The strengths of families and the costs of poverty -- Early care and education protects and supports low-income children -- Program quality for low-income families -- Head Start, the nation's early childhood program -- Who gets to go? Broadening access to high-quality services for children in low-income families -- Low-income families deserve better access and better-quality programs -- 6. The early years matter for children who experience violence and stress / Charlotte and Tanya's story : The kinds of violence and stress young children experience -- Consequences of toxic stress on young children -- How early childhood programs can reduce the consequences of violence and stress -- How early childhood teachers care for stressed children and adults -- The Strengthening Families approach to preventing abuse and neglect -- Other programs for children living with violence or stress -- Prevention is better than intervention -- 7. The early years matter for children with disabilities / Melanie's story : Children with disabilities -- Yesterday and today: changing attitudes and recognizing rights -- Programs for young children with disabilities: early intervention and inclusion -- Providing access to early childhood services -- Implementing intervention and education services: Melanie from birth to age 6 -- Families: challenges, resources, and rewards / Deirdre, mother of a child with Down Syndrome -- Professionals serving children with disabilities and their families -- Giving to and learning from children with disabilities -- 8. The early years matter for children with challenging behavior / Mikey's story : The nature of challenging behavior -- Why attention to children with challenging behavior is necessary in the early years -- The good news: early care and education programs can help children feel better and act better -- How teachers can prevent and intervene with challenging behaviors: The Teaching Pyramid -- Engaging and supporting families -- Early childhood professionals and children's challenging behavior -- Turning today's challenges into tomorrow's successes -- 9. The early years matter for children in immigrant families / Edvardo's story : Children in immigrant families in America: countries of origin and numbers of children -- Immigrant families have common experiences and unique stories -- Diversity in the development of immigrant children -- Challenges for and strengths of immigrant families -- Access to early childhood programs by immigrant families -- The value of early childhood program participation for immigrant children, families, and communities -- How early childhood programs and teachers contribute to good outcomes for immigrant children -- Dual language learning -- Improving services to help children of immigrants create a great path in life -- 10. The early years matter for children in developing countries / Irwan's story : The characteristics of a developing country -- Risk factors for children in developing countries -- How early childhood programs can help children in developing countries -- Balancing resources to achieve quantity and quality -- Historic early childhood development movements and measures -- Sustainable early childhood programs require community ownership and national leadership -- 11. The early years matter for our future : Young children: so different yet so much the same -- Early childhood professionals: many roles yet a common mission -- Putting it all together: priorities in professional practice -- Recurring themes in good practice -- Policies to support a strong early childhood system -- Why aim for the best? A better future for children, families, schools, and society -- You and the future of early childhood education. |
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