The SAGE Encyclopedia of Contemporary Early Childhood Education presents in three comprehensive volumes advanced research, accurate practical applications of research, historical foundations and key facts from the field of contemporary early childhood education.

Table of Contents

• Reader's Guide
• About the Editors
• Contributors
• Introduction
• Volume 1
• A
• Abecedarian Project
• Academics and Academic Assessment in Early Education
• Accessibility
• Accommodations and Adaptations
• Accommodations for Assessment
• Accountability in Early Care and Education
• Accreditation
• Acquisition of Reading and Writing
• Adoption
• Affordability
• Aggression
• Alliance for Childhood
• Americans with Disabilities Act
• Anti-Bias Education, Components of
• Anti-Bias Education Theory
• Approaches to Early Mathematics Instruction
• Approaches to Learning
• Art
• Arts Integration
• Ashton-Warner, Sylvia
• Assessing Children for Disabilities
• Assessment, Limitations of
• Assessment of Play
• Assistive Technology in Early Intervention
• At-Risk Families
• Attachment and Stress
• Attention-Deficit/Hyperactivity Disorder
• Atypical Development
• Authentic Assessment
• Autism Spectrum Disorder
• Autonomy
• B
• Bank Street
• Bayley Scales of Infant and Toddler Development
• Behavior Disorders
• Behavioral Theory
• Bias
• Bilingual Families
• Bioecological Theory
• Black Boys, Early Childhood Education and
• Blended Families
• Brain Development
• Breastfeeding
• BUILD Initiative
• Business Partnerships
• C
• Caring
• Caring Communities
• Center for Applied Research
• Center-Based Care
• Challenging and Supportive Climates
• Challenging Behavior
• Checklists and Rating Scales
• Child Abuse Prevention
• Child Care
• Child Care Assistance and Child Development
• Child Care Policy and Practice
• Child Care Quality and Young Children's Behavior
• Child Development and Early Childhood Education
• Child Development Laboratory Schools
• Child Observation Record
• Child-Initiated Learning
• Child-Initiated Play
• Child-Parent Centers
• Children's Cubbies
• Children's Literature
• Children's Writing
• Chronic Illness
• Classroom Assessment Scoring System
• Classroom Processes
• Clinical Experiences
• Close Observation of Children Leads to Powerful Curriculum: Sylvia Ashton-Warner
• Coaching
• Cognitive Developmental Theory
• Cohabitation
• Collaborative for Academic, Social, and Emotional Learning
• Comer Schools
• Commercialism
• Common Core State Standards
• Communication Disabilities
• Community Partnerships
• Community Schools
• Community–University Partnerships
• Comprehension
• Conceptual Framework for Teacher Preparation Programs
• Conflict Management
• Congruence
• Constructivism
• Constructivist Curriculum
• Content Knowledge
• Convergent and Divergent Thinking
• Cooperating Teachers
• Cooperative Learning
• Coparenting
• Creative Curriculum, The
• Creativity
• Crime, Early Childhood Education and
• Critical Theory
• Cultural and Linguistic Responsiveness
• Cultural Competence
• Cultural Diversity
• Cultural Variations in Play
• Curiosity
• Curriculum and Early Childhood Education
• D
• Data-Based Child Advocacy
• Defining Early Childhood Education
• Definition of Play
• Deployment and Parenting
• Determinants of Child Development
• Development of Prejudice
• Developmental Assessment
• Developmental Disabilities
• Developmental Screening Instruments
• Developmentally Appropriate Practice
• Differentiated Instruction and Assessment
• Differentiation
• Difficult Temperaments, Children With
• Direct Instruction
• Dispositions
• Diversity in Early Childhood Education
• Division for Early Childhood
• Documentation
• Dual Language Learners
• Dual Language Learners, Strategies for
• Dual Language Learners and Critical Thinking Strategies
• Dual Language Learners and the Development of Self-Regulation
• Volume 2
• E
• Early Childhood Education
• Early Childhood Education Systems
• Early Childhood Inclusion
• Early Childhood Research and Policy Linkages
• Early Childhood Science Experiences
• Early Childhood Special Education
• Early Childhood Teacher Education
• Early Head Start
• Early Intervention
• Early Intervention, Legal Basis for
• Early Literacy Development
• Early Number Representation Development
• Economic Differences in Play
• Economic Status and Geographic Influences on Development and Learning
• Effective Advocacy Practices
• Emergent Curriculum
• Emotional Development
• Emotional Disabilities and Assessment
• Empathy
• Engaging Conversation
• Equity and Equality in Early Childhood
• Ethics in Early Childhood Education
• Ethnic and Racial Identity Development
• Ethnic Differences and Families
• Executive Functioning
• Expressive Language
• F
• Family Child Care
• Family Engagement in Curriculum
• Family Engagement Models
• Family Health
• Family Life Education
• Family Literacy Movement
• Family Partnerships
• Family Strengths
• Family Structure
• Family Structure Diversity in the Early Childhood Program
• Family Systems Theories
• Family-Centered Practices
• Fathers
• Fathers in Early Intervention
• Field Experiences
• Foundation for Child Development
• Framework of Six Types of Involvement
• Free Play, Importance of
• Friendships
• Funds of Knowledge
• G
• Gender Diversity
• Gender Roles
• Gesell Assessments
• Gesell Institute of Child Development
• Gifted Education
• Grade Retention
• Grandparent Roles
• Grief and Loss, Young Children's Understanding of
• Guidance With Girls
• Guided Play
• Guiding Behavior
• H
• Head Start
• Healthy Choices and Young Children
• Healthy Environments for Social-Emotional Development
• Highly Qualified Early Childhood Teachers
• High-Quality Early Education, Long-Term Benefits of
• HighScope
• HighScope Perry Preschool Study
• High-Stakes Standards-Based Accountability Reform
• History of Early Childhood Education in the United States
• History of Early Childhood Education Policy
• Home Visitation With Mothers and Infants and Children
• Home Visits
• Home-Based Early Childhood Education
• Home-Based Early Intervention Practices
• Homelessness
• I
• Identification of Special Needs
• Identifying as an Early Childhood Professional
• Imagination
• Immigrant Children
• Immigrant Families and Early Childhood Education
• Incarcerated Parents, Children of
• Inclusion
• Individualized Family Service Plan and Individualized Education Program
• Inequality From Birth
• Infant and Toddler Programming
• Infant Rooms
• Infant Signing
• Infant–Parent Relationships
• Initiative and Industry
• Inquiry
• Inquiry-Based Learning
• Integrated Approaches
• Integrated Curriculum
• Intellectual Assessment
• Intellectual Disabilities
• Intellectual Diversity
• Intentional Teaching
• Interdisciplinary Models
• Internships
• Interpreting Assessment Data
• IPA/USA American Association for the Child's Right to Play
• J
• Joyful Learning
• K
• Key Words
• Kindergarten
• Kindergarten Environments
• L
• Language Development
• Language Development, Theories of
• Language Disabilities
• Language Diversity
• Leadership in Early Childhood Education
• Learning Materials
• Literacy
• Literacy Assessment
• Literacy-Enhanced Props
• Looping
• M
• Master Teachers
• Maternal Work Status
• Maturational Theory
• Measurement, Children's Understanding of
• Measuring Effectiveness
• Media Influences on Play
• Men in Early Childhood Education
• Mental Health Assessments
• Mental Health Services
• Mentors
• Migrant Families
• Military Child Development Centers
• Military Families, Children in
• Mindfulness
• Models
• Montessori Programs and Environments
• Moral Development
• Moral Dimensions of Teaching
• Mothers
• Motivation
• Movement Education
• Multiage Education
• Multiage Spaces
• Multiple Intelligences
• Multiple Methods of Assessment
• Multiracial Families
• Music
• Mutual Regulation Model
• N
• National Association for the Education of Young Children
• National Association of Early Childhood Specialists in State Departments of Education
• National Center for Children in Poverty
• National Early Literacy Panel
• National Head Start Association
• National Institute for Early Education Research
• Nature and Young Children
• Neonatal Behavioral Assessment Scale
• Neonatal Health and Development
• Neuroscience and Early Education
• Noncurricular Play
• Nutrition
• O
• Obesity Prevention
• Objectivity and Subjectivity in Assessment
• Observational Assessment
• Oral Language Development
• Ounce of Prevention Fund
• Ounce Scale, The
• Outdoor Play Spaces
• Volume 3
• P
• Paraprofessionals
• Parent and Family Influences on Active Free Play
• Parenting Effects on Child Development
• Parenting Support and Education
• Parents as Teachers
• Parents Who Are Lesbian, Gay, Bisexual, Transgender, or Queer
• Partnership Transitions
• Peabody Picture Vocabulary Test
• Pedagogical Knowledge
• Peers and Play
• Personnel Preparation for Early Intervention
• Phonological Ability
• Physical Disabilities
• Physical Education
• Planning
• Play, Benefits of
• Play, Curriculum, and Pedagogy
• Play, Definition of
• Play, Nature of
• Play and Early Childhood Education
• Play and Early Writing
• Playground Structures
• Policy and Early Childhood Education
• Postmodernism
• Poverty Effects
• Prejudice
• Prekindergarten
• Prekindergarten Program Evaluation
• Prenatal Mental Health
• Preparing Early Childhood Teachers to Implement Digital Media
• Preschool
• Preschool Administration
• Preschool Rooms
• Preservice Teacher Preparation
• Pretense
• Prevention Science and Early Education
• Primary Grade Learning Spaces
• Primary Grades
• Principals, Role of
• Professional Development for Diversity
• Professional Dispositions of Early Childhood Educators
• Professionalism
• Program Evaluation
• Program Formats and Schedules
• Project Approach
• Project Spectrum
• Prosocial Behavior
• Psychosexual Theory
• Psychosocial Theory
• Q
• Quality
• Quality Rating and Improvement Systems
• Quality Through Collaboration: Oklahoma's Quality Initiatives
• R
• Read-Alouds
• Readiness Assessments
• Reading
• Reasoning and Problem Solving
• Recess
• Recommended Early Intervention Practice Guidelines
• Reflective Practice
• Refugee Children
• Reggio Emilia Approach
• Reggio Emilia Approach, Role of the Arts in
• Regulatory Agencies
• Relational Power
• Relationship Building
• Reliability and Validity in Child Assessment
• Religion and Families
• Resilience in Adversity
• Resources for Infant Educarers
• Rough and Tumble Play
• S
• School of the 21st Century (21C)
• School Readiness
• Science
• Selection of Furniture
• Self-Regulation
• Sensory Development
• Sensory Integration
• Setting Influences on Child Development
• Sexuality Development
• Shyness in Young Children
• Sibling Relationships
• Siblings and Play
• Sleep
• Smart Start (North Carolina)
• Social Class Effects on Development and Learning
• Social Play and Cognitive Development
• Social Referencing
• Social Skills and School Success
• Social Skills Assessments
• Social Studies Topics
• Social-Emotional Competence
• Social-Emotional Development
• Sociocultural Theory
• Sociodramatic Play and Sara Smilansky
• Sociomoral Development
• Spatial Development
• Special Education
• Special Needs
• Speech Development
• Speech Development, Issues in
• Spiritual Development
• Stage Theories
• Standardized Assessment
• Standards
• Standards-Based Curriculum and Assessment
• State Policy Making
• Storytelling and Story Acting
• Strengths-Based Education and Practices
• Stress and Resilience in Families
• Student Teaching
• Student Teaching and Internships, Issues in
• Substance Abuse and Addiction
• T
• Teacher Beliefs
• Teacher Education
• Teacher Materials for Documentation
• Teacher Performance Assessment
• Teacher Preparation Policy and Practice
• Teacher Roles in Inquiry
• Teacher-Directed Learning
• Teaching Teams
• Technology and Play
• Technology in Early Childhood Education
• Teen Pregnancy and Parenting
• Temperament
• Temperament and Development
• Theater
• Theory of Mind
• Theory to Practice in Early Childhood Education and Care
• Thinking
• Toddler Rooms
• Tools of the Mind
• Transdisciplinary Collaboration
• Transforming the Workforce
• Transition to Parenthood
• Transitioning
• Transitions and Routines
• Trauma and Young Children
• Trust
• Typical Development
• U
• Universal Design for Learning
• V
• Violence in Families
• Vocabulary
• W
• Waldorf Education
• Warm and Responsive Interactions
• Wellness Model for Young Children and Families
• Work and Families
• Work Sampling System, The
• Workforce Development
• World Bank
• Z
• Zero To Three
• Appendix: Resource Guide
• Association for Childhood Education International (ACEI). https://acei.org
• Association for Supervision and Curriculum Development (ASCD). www.ascd.org
• Center on the Developing Child at Harvard University. www.developingchild.harvard.edu
• Center on the Social and Emotional Foundations for Early Learning (CSEFEL). http://csefel.vanderbilt.edu
• Child Care Aware. www.usa.childcareaware.org
• Child Care Exchange. https://childcareexchange.com
• Child Welfare League of America (CWLA). www.cwla.org
• Children's Defense Fund (CDF). www.childrensdefense.org
• Children Now. www.childrennow.org
• Community Advocates for Young Learners (CAYL) Institute. www.cayl.org
• Consumer Product Safety Commission (CPSC). www.cpsc.gov
• Council for Exceptional Children (CEC). https://www.cec.sped.org
• Council for Professional Recognition. www.cdacouncil.org
• Department of Health and Human Services, Administration for Children and Families (ACF). www.acf.hhs.gov
• Environmental Rating Scales Institute (ERSI). www.ersi.info
• Families and Work Institute (FWI). www.familiesandwork.org
• Harvard Family Research Project (HFRP). http://hfrp.org
• Heckman Equation. www.heckmanequation.org
• Home Instruction for Parents and Preschool Youngsters (HIPPY). www.hippy-international.org
• International Literacy Association (ILA). http://literacyworldwide.org
• McCormick Center for Early Childhood Leadership. www.mccormickcenter.nl.edu
• National Association for Family Child Care (NAFCC). www.nafcc.org
• National Association for the Education of Young Children (NAEYC). www.naeyc.org
• National Association of Early Childhood Teacher Educators (NAECTE). www.naecte.org
• National Black Child Development Institute (NBCDI). www.nbcdi.org
• National Council for the Social Studies (NCSS). www.socialstudies.org
• National Council of Teachers of Mathematics (NCTM). www.nctm.org
• National Council on Family Relations (NCFR). www.ncfr.org
• National Head Start Association (NHSA). www.nhsa.org
• National Institute for Early Education Research (NIEER). www.nieer.org
• National Network of Partnership Schools (NNPS). http://nnps.jhucsos.com
• National Parent Teacher Association (PTA). www.pta.org
• Parents as Teachers (PAT). www.parentsasteachers.org
• ZERO TO THREE. www.zerotothree.org