Teacher-articulated perceptions & practices with families: Examining effective teaching in diverse high quality child care settings

Early Education and Development

Volumn 15, Issue 2, 2004, Pages 167-186

  Shivers, Eva Marie ^a   Howes, Carollee ^b   Wishard, Alison G ^b   Ritchie, Sharon ^b  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 39149122345     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1502_3     Document Type: Article

References (31)

1. Arnett, J. (1989). Issues and obstacles in the training of caregivers. In J. S. Lande, S. Scarr & N. Gunzenhauser (Eds.) Caring for children (pp. 241-255). NJ: Erlbaum.
2. Beatty, B. (1995). Preschool education in America. New Haven: Yale.
3. Bernhard, J. K., Lefebvre, M. L., Chud, G., & Lange, R. (1998). Troubled relationships in early childhood education: Parent-teacher interactions in ethnoculturally diverse child care settings. Early Education and Development, 9, 5-27.
4. Bowman, B., Donovan, M. S., & Burns, S. (Eds.). (2000) Eager to learn: Educating our preschoolers. Washington, DC: National Research Council.
5. Bowman, B., & Stott, F. (1994). Understanding development in a cultural context: The challenge for teachers. In B. Mallory & R. New (Eds.), Diversity and developmentally appropriate practices: Challenges for early childhood education (pp. 119-134). New York: Teachers College Press.
6. Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
7. Bronfennbrenner, U. (1979). Is early intervention effective? In B. Friedlander, G. Sterritt, & G. Kirk (Eds.), Exceptional infant: Vol. 3. Assessment and intervention (pp. 449-475). New York: Brunner/Mazel.
8. Endsley, R. C., Minish, P. A., & Zhou, Q. (1993). Parent involvement and quality day care in proprietary centers. Journal of Research in Childhood Education, 7, 53-61.
9. Gallimore, R., & Goldenberg, C. (1993) Activity settings of early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, C. A. Stone, et al. (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 315-335). New York: Oxford University Press.
10. Garcia Coll, C., Crnic, K., Lamberty, G., Wasik, B. H., et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891-1914.
11. Ghazvini, A. S., & Readdick, C. A. (1994). Parent-caregiver communication and quality of care in diverse child care settings. Early Childhood Research Quarterly, 9, 207-222.
12. Harms, T., & Clifford, R. M. (1980). Early Childhood Environmental Rating Scale. New York: Teachers College Press.
13. Helburn, S. (1995). Cost Quality and Outcome. Denver: University of Colorado.
14. Howes, C., & Hamilton, C. E. (1992). Children’s relationships with child care teachers: Stability and concordance with maternal attachments. Child Development, 63, 879-892.
15. Howes, C., James, J., & Ritchie, S. (2003). Pathways to effective teaching. Early Childhood Research Quarterly, 18, 104-120.
16. Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality in child care centers and children’s social and emotional development. Child Development, 63, 449-460.
17. Howes, C., Smith, E., & Galinsky, E. (1995). The Florida child care quality improvement study interim report. NYC: Families and Work Institute.
18. Howes, C., & Stewart, P. (1987). Child’s play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology, 23, 423-430.
19. Johnson, D. J., Jaeger, E., Randolph, S. M., Cauce, A. M., Ward, J., & The NICHD Early Child Care Research Network (2003). Studying the effects of early child care experiences on the development of children of color in the U.S.: Towards a more inclusive research agenda. Child Development, 74, 1127-1244.
20. Kagan, D. M., & Smith, K. E. (1988). Beliefs and behaviors of kindergarten teachers. Educational Research, 30 (1), 26-35.
21. Kontos, S. (1984). Congruence of parent and early childhood staff perceptions of parenting. Parenting Studies, 1, 5-10.
22. Kontos, S., & Wells, W. (1986). Attitudes of caregivers and the day care experiences of families. Early Childhood Research Quarterly, 1, 47-67.
23. Lamb, M. E. (1998). Nonparental child care: Context, quality, and correlates. In I. E. Siegal & K.A. Renninger (Eds.) Handbook of Child Psychology, Vol. 4, Child psychology in practice. NY: Wiley.
24. McWilliam, R. A., McMillen, B. J., Sloper, K. M., & McMillen, J. S. (1997). Early education and child care program philosophy about families. In C. J. Dunst & M. Wolery (Eds.), Advances in early education and child care: Vol. 9. Family policy and practice in early child care (pp.61-104). Greenwich, CT: Jai Press, Inc.
25. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19 (4), 317-328.
26. Phillips, D. (1987). Quality in child care: What does research tell us? Washington, DC: National Association for the Education of Young Children.
27. Powell, D. R. (1989). Families and early childhood programs. Washington, D.C.: National Association for the Education of Young Children.
28. Shonkoff, J. P., & D. A. Phillips, (Eds.) (2000). From neurons to neighborhoods. Washington, DC: National Academy Press.
29. Stipek, D. J., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-325.
30. Whitebook, M., Howes, C., Phillips, D., & Pemberton, C. (1989). Who cares? Childcare teachers and the quality of care in America. Young Children, 46 (4), 5-47.
31. Wishard, A. G, Shivers, E. M., Howes, C., & Ritchie, S. (2003). Child care program and teacher practices: Associations with quality and children’s experiences. Early Childhood Research Quarterly, 18, 65-103.