Research 101: Tools for reading and interpreting early childhood research

Early Childhood Education Journal

Volumn 34, Issue 6, 2007, Pages 367-370

  Baum, Angela C ^a   McMurray Schwarz, Paula ^b  

^a UNIVERSITY OF SOUTH CAROLINA   (United States)

^b Ohio University Eastern   (United States)

Author keywords

Early childhood education; Professional development; Research methodology

Indexed keywords

EID: 34248211231     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/s10643-007-0150-2     Document Type: Article

References (8)

1. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAE-YC.
2. Crosser, S. (2005). What do we know about early childhood education? Research based practice. New York: Thomson Delmar Learning.
3. Edwards, L. C. (2002). The creative arts: A process approach for teachers and children. Upper Saddle River, NJ: Merrill Prentice Hall.
4. Fitton, L., & Gredler, G. (1996). Parent involvement in reading remediation with young children. Psychology in the Schools, 33(4), 325-332.
5. Jarrett, O. S. (2002). Recess in elementary school: What does the research say? ERIC Digest number (ERIC Document Reproduction Service No. ED466331).
6. Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 63, 449-460.
7. Katz, L. G. (1995). The developmental stages of teachers. Talks with teachers of young children. Norwood, NJ: Ablex.
8. Pellegrini, A. D., & Bohn, C. M. (2005). The role of recess in children's cognitive performance and school adjustment. Educational Researcher, 34, 13-19.