Tran, T. D., Luchters, S., & Fisher, J. (2017). Early childhood development: impact of national human development, family poverty, parenting practices and access to early childhood education. Child: Care, Health & Development, 43(3), 415–426. Early Childhood Development and later success in life have been linked to factors in children’s youngest years, such as poverty and parenting practices.
Minjong Y. (2016). One Year or Two? The impact of Head Start enrollment duration on academic achievement. KEDI Journal of Educational Policy, 13(1), 85–112. This research study explains the impact of Head Start programs and program duration on young children’s later outcomes.
Indoor and outdoor learning environment [Video file]. (2008). Retrieved April 7, 2020, from https://digital-films-com.proxy1.ncu.edu/PortalPlaylists.aspx?wID=102577&xtid=167490 (39:27) This video illustrates real-world examples from ECE centers in which indoor and outdoor play experiences are set up and mindfully maintained to support the learning and development of young children.
Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2016). Infant cognitive abilities: Potential building blocks of later executive functions. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (pp.139–156). American Psychological Association. Early childhood development does not simply and abruptly end at a certain age, but instead evolves gradually into ongoing human development. This article explains how infant cognitive abilities, which are fostered via ongoing human interaction, evolve into later childhood and adulthood abilities that are necessary for academic success and successful life in general.
Abry, T., Fabes, R. & Swanson, J. (2016). Peers and play. In D. Couchenour & J. Chrisman (Eds.), The sage encyclopedia of contemporary early childhood education (pp. 986-988). This resource explores the role of peers with regard to play and how it influences and fosters learning, especially with regard to social and emotional development in young children.
Fromberg, D. P. (2017). Phase transitions: In the brain, socio-dramatic play and meaningful early learning. Complicity: An International Journal of Complexity and Education, 14(2), 54–59. The authors of this resource illustrate vivid examples of how play impacts children’s ongoing development, especially with regard to dramatic play and the development of social, language, and emotional skills.
School of the future [Video file]. (2016). Retrieved April 29, 2020, from https://fod.infobase.com/PortalPlaylists.aspx?wID=102577&xtid=151285 The “Preschool” segment of this longer video explains important issues facing teachers and society with regard to teaching our youngest learners. Feel free to watch other sections, which are also valuable and relevant in the big picture of education today. Pre-School Segment 2 (09:09)
Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and guided play. YC: Young Children, 72(2), 45. This resource explains the importance of guided play and how it impacts brain development in all areas and all stages of early-childhood child development.
Farrell A., Kagan, S. L., & Tisdall, K.M. (2015). The SAGE Handbook of Early Childhood Research. SAGE Publications, Ltd. The SAGE Handbook of Early Childhood Research contains many chapters that connect child brain research to our practice as ECE professionals. Read Chapters 9 and 10 for this week, and consider browsing other chapters, which may be helpful for you as you complete the Week 2 assignment.