Research

These references provide information
from research in early childhood education.

Literacy

Phonological Awareness (Sounds make words)

Hart, B., & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul Brookes.

Dunst, C. J., Meter, D., & Hamby, D. W. (2011). Relationship between young children’s nursery rhyme experiences and knowledge and phonological and print-related abilities. Center for Early Literacy CELL Reviews, 4(1), 1-12.Learning

Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education. Research Report No. 15. National Council for Curriculum and Assessment (NCCA): Dublin2.

Strickland, D. S., & Riley-Ayers, S. (2006). Early Literacy: Policy and practice in the preschool years. National Institute for Early Education Research, New Brunswick, Jew Jersey. (Website: nieer.org)

Phonics (Letters represent sounds)

Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education. Research Report No. 15. National Council for Curriculum and Assessment (NCCA): Dublin2.

Jones, Cindy D., Clark, Sarah K., & Reutzel, D. Ray. (2012). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. TEaL Faculty Publications. Paper 404. Jones, Cindy D., Clark, Sarah K., & Reutzel, D. Ray. (2012). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. TEaL Faculty Publications. Paper 404. http://digitalcommons.usu.edu/teal_facpub/404

National Early Literacy Panel. (2008). Developing Early Literacy: A Scientific Synthesis of Early Literacy Development and Implications for Intervention. Washington, DC: National Institute for Literacy/National Center for Family Literacy.

Piasta, S. B., Yaacov, P., & Justice. L. M. (2012). How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement. Journal of Education Psychology, 10(4), 954-958.

Vocabulary (Words and their meanings)

Christ, T., & Wang, X. C. (March 2012). Supporting preschoolers’ vocabulary learning: Using a decision-making model to select appropriate words and methods. Young Children.

Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education. Research Report No. 15. National Council for Curriculum and Assessment (NCCA): Dublin2.

Neuman, S. B., & Kaefer, T. (2013). Enhancing the intensity of vocabulary instruction for preschoolers at risk. The Elementary School Journal, 113, 589–608.

Neuman, S. B., & Dwyer, J. (2011). Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment. Journal of Literacy Research, 43, 103–129.

Richland, L. E., & Burchinal, M. R. (2013). Early Executive Function Predicts Reasoning Development. Psychological Science, 24, 87-92.

Comprehension (Understanding what is heard and read)

Dunst, C, Simkus, A., & Hamby, D. (2012). Children’s Story Retelling as a Literacy and Language Enhancement Strategy. CELLreviews 5(4). Asheville, NC: Orelena Hawks Puckett Institute, Center for Early Literacy Learning.

Hogan T.P.1, Adlof S.M., Alonzo, C.N. (2014) On the importance of listening comprehension, International Journal of Speech-Language Pathology June 16 (3):199-207.

Kennedy, E., Dunphy, E. Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education. Research Report No. 15. National Council for Curriculum and Assessment (NCCA): Dublin2.

Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://whatworks.ed.gov/publications/practiceguides.

Trivette, C. M., Simkus, A., Dunst, C.J., & Hamby, D.W. (2012). Repeated book reading and preschoolers’ early literacy development. CELL reviews, 5 (5).

Fluency (Pace and expression in reading)

Hasbrouck, J.E., Ihnot, C., and Rogers, G.H. (1999). “Read Naturally”: A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), 27-38.

Kennedy, E., Dunphy, E. Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education. Research Report No. 15. National Council for Curriculum and Assessment (NCCA): Dublin2.

Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between Decoding and Reading Comprehension. The Reading Teacher, 58, 510-519.

Science  top ⇑

Conducting Investigations (Science skills)

Chalufour, I., & Worth, K. (2006). Science in kindergarten. National Association for the Education of Young Children.

Hamlin, M., & Wisneski, D. G. (May 2012). Supporting the scientific thinking and inquiry of toddlers and preschoolers through play. Young children, 82-88.

Lee, L., & Xintian, T. (2016). Digital media for low-income preschoolers’ effective science learning: A study of iPad instructions with a social development approach. Computers in the Schools, 33(4), 239-252.

Milford, T., & Tippet, C. (2015). The design and validation of an early childhood STEM classroom observational protocol. International Research in Early Childhood Education, 6(1), 24-37.

National Association for the Education of Young Children (NAEYC), & Fred Rogers Center for Early Learning and Children’s Media at St. Vincent College (2012). Joint position statement: Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved: http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf

Worth, K. (Fall 2010). Science in early childhood classrooms: Content and process. Early Childhood Research and Practice. Retrieved: http://ecrp.uiuc.edu/beyond/seed/worth.html/

Life Science (Living things)

Chalufour, I., & Worth, K. (2006). Science in kindergarten. National Association for the Education of Young Children.

Fisher, B., Hanson, A., Raden, T. (2014). Start early to build a healthy future: The research linking early learning and health. An Ounce of Prevention: Chicago, Ill.

Trundle, K. C., & Sackes, M., Eds. (2015). Research in early childhood science education. Springer Dordrecht Heidelberg, New York, London.

Worth, K. (Fall 2010). Science in early childhood classrooms: Content and process. Early Childhood Research and Practice. Retrieved: http://ecrp.uiuc.edu/beyond/seed/worth.html/

Earth Science (Our planet)

Ampartzaki, M. & Kalogiannakis, M. (2016). Astronomy in early childhood education: A concept based approach. Early Childhood Education Journal, 44(2), 169-179.

Bosse, S., Jacobs, G., & Anderson, T.L. (2009). Science in the air.  Young Children, p. 10–15, reprinted and retrieved at http://www.naeyc.org/files/yc/file/200911/BosseWeb1109.pdf

Chalufour, I., & Worth, K. (2006). Science in kindergarten. National Association for the Education of Young Children.

Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 40(2), 1-12.

Worth, K. (Fall 2010). Science in early childhood classrooms: Content and process. Early Childhood Research and Practice. Retrieved: http://ecrp.uiuc.edu/beyond/seed/worth.html/

Physical Science (Non-living things)

Bosse, S., Jacobs, G., & Anderson, T. L. (November 2009). Science in the air. Young Children, 10-15.

Center for Informal Science Education at the Florida Museum of National History/University of Florida (2012). Author. Retrieved: https://www.cesa10.k12.wi.us/userfiles/Physical-Science.pdf

Chalufour, I., & Worth, K. (2006). Science in kindergarten. National Association for the Education of Young Children.

Hong, Soo-Young and Diamond, Karen E., (2012) Two Approaches to Teaching Young Children Science Concepts, Vocabulary, and Scientific Problem-Solving Skills. Faculty Publications on CYFS. Paper 27. http://digitalcommons.unl.edu/cyfsfacpub/27/

Worth, K. (Fall 2010). Science in early childhood classrooms: Content and process. Early Childhood Research and Practice. Retrieved: http://ecrp.uiuc.edu/beyond/seed/worth.html/

Math  top ⇑

Counting and Cardinality (Numbers and counting)

Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in early childhood and primary education (3-8 years): Teaching and Learning. National Council for Curriculum and assessment. Dublin, Ireland.

Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

Linder, S.M., Powers-Costello, B., & Stegelin, D.A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39, 29-37. DOI 10.1007/s10643-010-0437-6.

National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Committee on Early Childhood Mathematics, C. Cross, T. Woods, & H. Schweingruber (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

Stephens, M. (2009). Numeracy in practice: Teaching, learning and using mathematics. Paper No. 18. Department of Education and Early Childhood Development, Melbourne, Australia.

What Works Clearinghouse (2015). 5 evidence-based recommendations for teaching math to young children. National Center for Education evaluation and Regional Assistance: Institute of Education Sciences. Retrieve: http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg_numbers_020714.pdf

What Works Clearinghouse (2015). Teaching math to young children: Practice guide. National Center for Education evaluation and Regional Assistance: Institute of Education Sciences. Retrieve: http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg_summary_020714.pdf

Operations and Algebraic Thinking (Adding and subtracting)

Bay-Williams, J.M., & Kling G. (2014). Enriching addition and subtraction fact mastery through games. Teaching Children Mathematics, 21(4), 238-247.

Caldwell, J.H., Karp, K., & Bay-Williams, J.M. (2011). Developing essential understanding of addition and subtraction for teaching mathematics in prekindergarten–Grade 2. Reston, VA: National Council of Teachers of Mathematics.

Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in early childhood and primary education (3-8 years): Teaching and Learning. National Council for Curriculum and Assessment. Dublin, Ireland.

Frye, D., Baroody, A.J., Burchinal, M., Carver, S.M., Jordan, N.C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

Linder, S.M., Powers-Costello, B., & Stegelin, D.A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39: 29-37. DOI 10.1007/s10643-010-0437-6.

National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Committee on Early Childhood Mathematics, C. Cross, T. Woods, & H. Schweingruber (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

Vinson, B.M. (2004). A foundational research base for the TouchMath program. Paper presentation, Athens State University, Athens, Alabama.

What Works Clearinghouse (2015). 5 evidence-based recommendations for teaching math to young children. National Center for Education evaluation and Regional Assistance: Institute of Education Sciences. Retrieve:http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg_numbers_020714.pdf

What Works Clearinghouse (2015). Teaching math to young children: Practice guide. National Center for Education evaluation and Regional Assistance: Institute of Education Sciences. Retrieve: http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg_summary_020714.pdf

Measurement and Data (Sorting by characteristics)

Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in early childhood and primary education (3-8 years): Teaching and Learning. National Council for Curriculum and Assessment. Dublin, Ireland.

Frye, D., Baroody, A. J., Burchinal, M., Carver, S.M., Jordan, N.C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department http://whatworks.ed.gov

Linder, S.M., Powers-Costello, B., & Stegelin, D.A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39: 29-37. DOI 10.1007/s10643-010-0437-6.

National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Committee on Early Childhood Mathematics, C. Cross, T. Woods, & H. Schweingruber (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

What Works Clearinghouse (2015). 5 evidence-based recommendations for teaching math to young children. National Center for Education evaluation and Regional Assistance: Institute of Education Sciences. Retrieve: http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg_numbers_020714.pdf

What Works Clearinghouse (2015). Teaching math to young children: Practice guide. National Center for Education evaluation and Regional Assistance: Institute of Education Sciences. Retrieve: http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg_summary_020714.pdf

Geometry and Patterns (Shapes and patterns)

Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in early childhood and primary education (3-8 years): Teaching and Learning. National Council for Curriculum and Assessment. Dublin, Ireland.

Frye, D., Baroody, A.J., Burchinal, M., Carver, S.M., Jordan, N.C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC:

National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

Linder, S.M., Powers-Costello, B., & Stegelin, D.A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39: 29-37. DOI 10.1007/s10643-010-0437-6.

National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Committee on Early Childhood Mathematics, C. Cross, T. Woods, & H. Schweingruber (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

Trawick-Smith, J., Swaminathan, S., Baton, B, Danieluk, C., Marsh, S., & Szarwacki, M. (2016). Block play and mathematics learning in preschool: The effects of building complexity, peer and teacher interactions in the block area, and replica play materials. Journal of Early Childhood Research, 1-16.

What Works Clearinghouse (2015). 5 evidence-based recommendations for teaching math to young children. National Center for Education Evaluation and Regional Assistance: Institute of Education Sciences. Retrieve: http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg_numbers_020714.pdf

What Works Clearinghouse (2015). Teaching math to young children: Practice guide. National Center for Education Evaluation and Regional Assistance: Institute of Education Sciences. Retrieve: http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg_summary_020714.pdf

Social Science  top ⇑

Cultural Identity

Bentley, D. F. (2012). “Rights are the words for being fair”: Multicultural practice in the early childhood classroom. Early Childhood Education Journal, 40(4), 195-202.

Carter, M.A., & Dasson, M. (2017). What school leaders are doing to support a culture of character: An exploratory study with preschools in Singapore. Childhood Education, 93(1), 29-38.

Epstein, A. (March 2014). Social studies in preschool? Yes! Young Children, 78-83.

Hawkings, K. (2014). Looking forward, looking back: Framing the future for teaching for social justice in early childhood education. Australasian Journal of Early Childhood, 39(1), 122-128.

Keskin, S. C., & Ersoy, D. D. (2012). The example of a study of socio-cultural education at the early childhood: Architect Sinan. International Online Journal of Education Sciences, 4(1), 117-130.

Mindes, G. (September, 2005). Social studies in today’s early childhood curricula. Beyond the Journal, Young Children, 1-8. Retrieved: http://www.naeyc.org/files/yc/file/200509/MindesBTJ905.pdf

Phillips, L. G. (2012). Retribution and rebellion: Children’s meaning making of justice through storytelling. Journal of Early Childhood, 44(2), 141-156.

Serriere, S. C. (2010). Carpet-time democracy: Digital photography and social consciousness in the early childhood classroom. The Social Studies, 101, 60-68.

Government

Carter, M.A., & Dasson, M. (2017). What school leaders are doing to support a culture of character: An exploratory study with preschools in Singapore. Childhood Education, 93(1), 29-38.

Epstein, A. (March 2014). Social studies in preschool? Yes! Young Children, 78-83.

Harcourt, D., & Mazzoni, V. (2012). Standpoints on quality: Listening to children in Verona, Italy. Australasian Journal of Early Childhood, 37(2), 19-26.

Mindes, G. (September, 2005). Social studies in today’s early childhood curricula. Beyond the Journal, Young Children, 1-8. Retrieved: http://www.naeyc.org/files/yc/file/200509/MindesBTJ905.pdf

History

Epstein, A. (March 2014). Social studies in preschool? Yes! Young Children, 78-83.

Hawkings, K. (2014). Looking forward, looking back: Framing the future for teaching for social justice in early childhood education. Australasian Journal of Early Childhood, 39(1), 122-128.

Keskin, S. C., & Ersoy, D. D. (2012). The example of a study of socio-cultural education at the early childhood: Architect Sinan. International Online Journal of Education Sciences, 4(1), 117-130.

Mindes, G. (2015). Pushing up the social studies from early childhood education to the world. Young Children, 70(3), 10-14.

Phillips, L. G. (2012). Retribution and rebellion: Children’s meaning making of justice through storytelling. Journal of Early Childhood, 44(2), 141-156.

Serriere, S. C. (2010). Carpet-time democracy: Digital photography and social consciousness in the early childhood classroom. The Social Studies, 101, 60-68.

U.S. Department of Education, & U. S. Department of Health and Human Services (2016). Early learning and educational technology: Policy brief. Authors. Retrieved: https://tech.ed.gov/files/2016/10/Early-Learning-Tech-Policy-Brief.pdf

Economics

Birbili, M., & Kontopoulou, M. (2015). Financial education for preschoolers: Preparing young children for the 21st century. Childhood Education, 91(1), 46-53.

Schug, M. C., & Hagedorn, E. A. (2005). The money savvy pig goes to the big city: Testing the effectiveness of an economics curriculum for young children. Social Studies, 96(2), 68-71.

Geography

Epstein, A. (March 2014). Social studies in preschool? Yes! Young Children, 78-83.

Mindes, G. (September, 2005). Social studies in today’s early childhood curricula. Beyond the Journal, Young Children, 1-8. Retrieved: http://www.naeyc.org/files/yc/file/200509/MindesBTJ905.pdf

Arts  top ⇑

Music

Geist, K., Geist, E. A., & Kuznik, K. (2012). Patterns in music. Young Children, 67(1), 74-79.

Moritz, C., Yampolsky, S., Papadelis, G., Thomson, J., & Wolf, M. (2013). Links between early rhythm skills, musical training, and phonological awareness. Reading & Writing, 26(5), 739-769.

Samuelsson, I.P., Carlsson, M.A, Olsson, B., Pramling, N., & Wallerstedt, C. (2009). The art of teaching children the arts: Music, dance and poetry with children aged 2-8 years old. International Journal of Early Years Education 17(2), 119-135.

Waneman, T. (2010). The performing arts: Music, dance, and theater in the early years. Young Children, 65(2), 20-28.

Visual Arts

Griebling, S. (2011). Discoveries from a Reggio-inspired classroom: Meeting developmental needs through the visual arts. Art Education, 64(2), 6-11.

McWilliams, M.S., Brailsford-Vaughns, A., O’Hara, A., Novotny, L. S., & Kyle, T. J. (2014). Art play: Stories of engaging families, inspiring learning, and exploring emotions. Young Children, 69(2), 32-39.

Papandreou, M. (2014). Communicating and thinking through drawing activity in early childhood. Journal of Research in Childhood Education, 28(1), 85-100.

Villarroel, J., & Sanz-Ortega, O., (2017). A study regarding the spontaneous use of geometric shapes in young children’s drawings. Educational Studies in Mathematics, 94(1), 85-95.

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A global movement of people sharing knowledge and learning from each other, to better educate our children and create hope for the world.

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