research ideas for early childhood education

Every child deserves high-quality early education

We improve the learning and development of young children through research that transforms policy and practice.

The State of Preschool 2023

State-by-State Disparities Widening in Preschool Access, Quality, Funding

State of Pre-K Data Explorer

View and Compare State of Preschool Yearbook Data Across States and Years

NIEER Research

Universal PreKindergarten Mixed Delivery Quality and Access

What does it take to provide professional development focused on DLLs?

State(s) of Early Intervention and Early Childhood Special Education

More research.

Evaluation of Early Childhood Programs and Child Development in Indiana, from 2021-2022

Including Family Child Care (FCC) Programs in Publicly-Funded Pre-K

State Preschool in a Mixed Delivery System

Preschool matters blog, implementing dual language immersion programs with intentionality, envisioning, planning, and implementing better systems for dual language learners, potential inclusion of outdoor preschool in state funded programs, international journal of child care and education policy, states should and can do much more to support assistant teachers according to a new peer-reviewed article by gg weisenfeld and kate hodges and abby copeman petig of the center for the study of child care employment (cscce) at berkeley..

Qualifications and supports for teaching teams in state-funded preschool in the United States

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Learn more about our work, research & program evaluations.

We evaluate nationwide early childhood programs, rigorously assessing impact. Data-driven evaluations span years, revealing strengths and weaknesses for targeted improvements.

Policy Landscapes

NIEER's policy landscapes offer insights into early childhood education policies, enrollment, and nationwide funding. Advocates, policy-makers, and researchers rely on them to improve the quality and accessibility of early childhood education.

NIEER Developed Tools

NIEER has created numerous proprietary research tools that include assessments, surveys, cost calculators, and evaluations, used by researchers and educators to gather data, analyze information, and evaluate the effectiveness of early childhood education programs.

International Journal of Childcare & Education Policy

The International Journal of Childcare and Education Policy (IJCEP) is a scholarly, peer-reviewed journal focusing on childcare and education policy research for young children.

Technical Assistance

NIEER provides technical assistance to state advocates on improving the quality of early care and education programs and understanding the costs associated with high-quality programs. NIEER is producing a series of Guides to PreK Expansion and other resources to support state and national advocates in their efforts to ensure all children have access to high-quality early care and education.

Partnership with New Jersey

New Jersey has a rich history of supporting early learning, evidenced by the state's Supreme Court decisions, legal regulations, financial investments, and committed state leadership. However, a pivotal turning point came with a landmark legal decision that sparked significant changes and laid the groundwork for progress over the last two decades.

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research ideas for early childhood education

Early Education

Stories, faculty specialties, degree offerings, and professional development programs on topics spanning early childhood development and the practice and leadership of education in the preschool years

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Nurturing Relationships in Early Childhood

A new episode of Education Now features experts discussing how "early relational health" impacts children and caregivers.

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Improving Mental Health Through Independent Play

Psychologist Peter Gray discusses how encouraging independent play fosters resilient, self-reliant, and mentally fit young people

Childhood Health Amid a Changing Climate the Focus of Askwith Education Forum

Chelsea Clinton, researchers, and climate activists discuss the impact of a warming planet on early development

A Fragmented Non-System: Highlighting the Lack of Sustainable Funding for ECE in America

"For children from birth to age five ... we invest less in education than we do at any other stage of life, including not just K-12 but also higher education. Yet these children are going through the most important and fastest period of brain development that they’ll ever experience, a time when high-quality early education and care can significantly boost their chances for success both in school and in life."

Excessive Heat Hits Young Children Hard

A new paper highlights the dangers of rising temperatures on infants’ development and health, offers practical solutions to mitigate its effects

Sesame Workshop's Kay Wilson Stallings presents at HT-123

The Future of Learning Outside the Classroom

The partnership between HGSE and Sesame Workshop highlighted by popular J-Term course

New York Joins the ‘Science of Reading’ Movement, Offering Guidance — Not Mandates

"Somehow, we got caught up in thinking that kids would pick up that sound-symbol correspondence … and the science is very, very, very clear. That instruction needs to be explicit and intentional."

Dyslexia and the Developing Brain

"We now know that some kids who step into kindergarten on their first day, with their little backpacks, have a heightened risk for struggling with learning to read. That’s a really important distinction in terms of policy and how early we should find these kids and intervene."

The Case for Early Dyslexia Screening

Associate Professor Nadine Gaab on how earlier intervention can be the ultimate game-changer when it comes to identifying children with dyslexia and other learning differences

Using E-Books to Get Young Readers Talking

New research shows how parents can help kids — and themselves — use e-books as a tool to improve early childhood development

'Phonics' Has an 'F' Sound: N.Y. Challenges Reading Instruction

"It’s genuinely very hard to teach reading. We haven’t been as dogged in supporting teachers ... in teaching reading in a way that is as sophisticated and complex as it really is."

Navigator Tool Announced By Saul Zaentz Early Education Initiative

The new tool will help policymakers and leaders improve early education through shared strategies and innovations

Place Definitely Matters

No, Pinterest Isn’t the Place to Build Lesson Plans

Embracing Learning Through Play

Saul Zaentz Early Education Initiative Set to Announce Winners

Pink, Blue, and Rainbow Hearts on Stands

Creating Trans-Inclusive Schools

Does Nature or Nurture Determine Musical Ability?

Widening the Reach for Early Literacy

Illustration of a person speaking into another's ear

Is It Better to Ask Questions or Listen Carefully?

The Nature of Imagination

Writing About Resilience and Courage

The Art of Talking With Children

Ten ways to jumpstart conversations with kids that will help them bounce back from challenges

The Move to Make Early Childcare Better — for Kids and Teachers

A Look at the Lack of Basic Nurturing Care Worldwide for Preschoolers

The Might of Playful Learning

Hope and Resilience in Childhood

How Can Racism Affect Child Development?

Use Your Words, Not Your Hands

Stand Up for Mother Earth!

The do’s and don'ts of empowering young children in the face of climate change

Relationships and Health — New Connections for Early Learners

Bridging the Gap Between Home and School

$Baby playing on floor with parent$

Easy as 1, 2, 3

Our Earliest Learners — and Their Caregivers

The Problem with Being Really Stressed and Having a Fixed Mindset

Learning from Mistakes

Early Predictors of Long-term Success

Education Now: Teaching and Leading with Compassion

Ongoing Stress and the Brain

Back to School - Moving Forward from Here

5 Ways to Better Use Music in Early Childhood Classrooms

Good morning songs aren’t just fun – they can teach about others

Deepening the Conversation

How media can help enrich language and literacy development in early childhood

Recognizing an Unprecedented Opportunity

The Power of Resilience

Q+A: Ilona Holland, Ed.M.’85, Ed.D.’91

Early Childhood Education Centers and COVID-19

A new policy brief considers three areas to watch in the shift to recovery

Talking, Sharing, and Playing Together

The Effect of Spanking on the Brain

Spanking found to impact children's brain response, leading to lasting consequences

InBrief: The Science of Early Childhood Development

This brief is part of a series that summarizes essential scientific findings from Center publications.

Content in This Guide

Step 1: why is early childhood important.

: Brain Hero
: The Science of ECD (Video)
You Are Here: The Science of ECD (Text)

Step 2: How Does Early Child Development Happen?

: 3 Core Concepts in Early Development
: 8 Things to Remember about Child Development
: InBrief: The Science of Resilience

Step 3: What Can We Do to Support Child Development?

: From Best Practices to Breakthrough Impacts
: 3 Principles to Improve Outcomes

The science of early brain development can inform investments in early childhood. These basic concepts, established over decades of neuroscience and behavioral research, help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society.

Brains are built over time, from the bottom up.

The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow. In the first few years of life, more than 1 million new neural connections are formed every second . After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions. Connections proliferate and prune in a prescribed order, with later, more complex brain circuits built upon earlier, simpler circuits.

In the proliferation and pruning process, simpler neural connections form first, followed by more complex circuits. The timing is genetic, but early experiences determine whether the circuits are strong or weak. Source: C.A. Nelson (2000). Credit: Center on the Developing Child

The interactive influences of genes and experience shape the developing brain.

Scientists now know a major ingredient in this developmental process is the “ serve and return ” relationship between children and their parents and other caregivers in the family or community. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. In the absence of such responses—or if the responses are unreliable or inappropriate—the brain’s architecture does not form as expected, which can lead to disparities in learning and behavior.

The brain’s capacity for change decreases with age.

The brain is most flexible, or “plastic,” early in life to accommodate a wide range of environments and interactions, but as the maturing brain becomes more specialized to assume more complex functions, it is less capable of reorganizing and adapting to new or unexpected challenges. For example, by the first year, the parts of the brain that differentiate sound are becoming specialized to the language the baby has been exposed to; at the same time, the brain is already starting to lose the ability to recognize different sounds found in other languages. Although the “windows” for language learning and other skills remain open, these brain circuits become increasingly difficult to alter over time. Early plasticity means it’s easier and more effective to influence a baby’s developing brain architecture than to rewire parts of its circuitry in the adult years.

Cognitive, emotional, and social capacities are inextricably intertwined throughout the life course.

The brain is a highly interrelated organ, and its multiple functions operate in a richly coordinated fashion. Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development. The emotional and physical health, social skills, and cognitive-linguistic capacities that emerge in the early years are all important prerequisites for success in school and later in the workplace and community.

Toxic stress damages developing brain architecture, which can lead to lifelong problems in learning, behavior, and physical and mental health.

Scientists now know that chronic, unrelenting stress in early childhood, caused by extreme poverty, repeated abuse, or severe maternal depression, for example, can be toxic to the developing brain. While positive stress (moderate, short-lived physiological responses to uncomfortable experiences) is an important and necessary aspect of healthy development, toxic stress is the strong, unrelieved activation of the body’s stress management system. In the absence of the buffering protection of adult support, toxic stress becomes built into the body by processes that shape the architecture of the developing brain.

Brains subjected to toxic stress have underdeveloped neural connections in areas of the brain most important for successful learning and behavior in school and the workplace. Source: Radley et al (2004); Bock et al (2005). Credit: Center on the Developing Child.

Policy Implications

The basic principles of neuroscience indicate that early preventive intervention will be more efficient and produce more favorable outcomes than remediation later in life.
A balanced approach to emotional, social, cognitive, and language development will best prepare all children for success in school and later in the workplace and community.
Supportive relationships and positive learning experiences begin at home but can also be provided through a range of services with proven effectiveness factors. Babies’ brains require stable, caring, interactive relationships with adults — any way or any place they can be provided will benefit healthy brain development.
Science clearly demonstrates that, in situations where toxic stress is likely, intervening as early as possible is critical to achieving the best outcomes. For children experiencing toxic stress, specialized early interventions are needed to target the cause of the stress and protect the child from its consequences.

Suggested citation: Center on the Developing Child (2007). The Science of Early Childhood Development (InBrief). Retrieved from www.developingchild.harvard.edu .

Early Childhood Curriculum

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201 Early Childhood Education Research Topics & Essay Examples

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Environment in Early Childhood Education The paper reviews the history of early education and argues that the context and environment is the key strategy applied to the modern education of young children.
Early Education Learning Theory The paper describes the learning theory of early education and its importance, effective teacher and learning environment and characteristics.
Curricular Issues in Early Childhood Education In the unit, “Curricular Issues,” Paciorek asserts that teachers have a role to inspire, encourage and influence children in the learning process.
Early Childhood Studies: Current Issues and Trends The changing demographics in early childhood have increased the complexity of childhood professional practice, owing to the need to fulfill the demands for cultural and linguistic diversity.
Early Childhood Education Standards and Practices The purpose of developmentally appropriate practice in early childhood education is to address the issues of individual ways of children's development.
Children’s Early Learning and Development The traditional approach to early childhood learning and development entails teachers’ typical use of themes to plan and generate the curriculum.
Early Childhood Education: Studies Review Studies on early childhood education have been conducted in various countries. This paper reviews three studies that were conducted in Germany, Netherlands and the USA.
Teaching Philosophy in Early Childhood Development The five domains of early childhood development constitute the early development instrument perspective, from which an important aspect of teaching philosophy can be explored.
Early Childhood Profession in Australia This report analyses the state of early childhood profession in Australia. Numerous features characterise early childhood profession.
Little Steps Early Childhood Care Center's Practices The essay investigates how Little Steps Early Childhood Care Center's practices are aligned with the National Association for the Education of Young Children Principles.
Educational Leadership for Children's Needs The present issues in early childhood education management and leadership prove that educational leaders need to pay more attention to the quality of leadership.
Intervention for Young Children with Learning Disabilities This paper discusses strategies that teachers could use to educate children with learning disabilities and how the Response to Intervention could support their educational outcomes.
American Special Education and Early Intervention Early remedial intervention might be used to address speech problems resulting from a hearing loss. Early special education interventions have many salient features.
Bilingual Education and Preschoolers' Development There are several theories in child development that directly or indirectly discuss the implications of bilingual education and show the importance of bilingual education.
Maria Montessori and Her Three Education Theories Maria Montessori transformed early childhood education through her theories of early childhood education. Scholars consider Montessori to be among the earliest educators.
Quality Early Childhood Program Comprehensive services are the component that improves the care given to the children within the educational facility.
Early Childhood Education: Leadership and Management Being a teacher means taking on a number of diverse roles. A teacher is a leader who should have the ability to manage children's talents and capabilities.
Engaging the Learner in the Early Years of Schooling The following project report is preparation of education plans for five- year-old Indonesian children who are now growing up in the alien lands of Sydney in Australia.
Developmentally Appropriate Activities for Toddlers The study sample includes a book aimed at developing toddlers’ cognitive skills and gross motor behavior, a go-get interactive game, and a video on learning colors.
Early Childhood Political and Pedagogical Landscape In New Zealand the government fails to hire qualified teachers in pre-school centres and child minding facilities. This condition can affect the quality of education for children.
Sloth Sky Preschool: Curriculum Context Sloth Sky Preschool offers center-based care for preschool/kindergarten children as a part of a school. Based on the location, the school is near Penguin Ocean Primary School.
Language and Literacy in Early Childhood Literacy is a powerful tool for dealing with problems in society. Parents should invest in the intellectual development of their children and provide access to books at home.
The Educational Process in Early Childhood The use of a method including all types of indicators will signify the precise results of the conducted study and contribute to the development of educational strategies.
Ethical Dilemmas in Early Childhood Education One of the core ideas of ethics in early childhood education is that both a child's and a family's interests are essential in children's development.
Special Education for Children of Kindergarten and Third-Grade Levels Special education is designed to address the needs of students with specific disabilities in a very individual manner.
Literacy Development for Preschoolers The article focuses on the importance of early literacy development in preschoolers and methods that will help teachers in this.
Childcare Facilities Analysis All childcare facilities should adhere to safety measures and have staff that is sufficiently trained to handle children as well as respond to unexpected childcare situations.
An Ethical Dilemma With a Child in a Preschool Classroom An ethical dilemma with a child in a preschool classroom stemming from a situation when a child does not want to comply with a particular EC institution’s standard schedule.
The Child Assessment Cycle in Education The purpose of this paper is to describe the child assessment cycle and related teacher responsibilities and explain how the child assessment cycle benefits students.
Early Childhood Safety Considerations Ensuring a young child’s safety is of utmost importance, especially when this task is entrusted to an early childhood specialist; caring for children is a great responsibility.
Early Childhood Education Children growing in proper care and correct guidance in their childhood education are more successful in their interactions with others, popular and more at ease in life.
Early Interventions in Rocking Behaviours of Children With Autism This paper provides an insight of the available behavioral interventions of improving learning outcomes of children with rocking behaviors.
Quality Early Childhood Education Program The educators, supervisors and caregivers involved into work with children are to be properly trained and master the practice of teaching including all techniques and methods.
Child Development From Birth to Three Years and the Role of Adults The period between 0 and 3 years is one of the most influential times for a child’s growth, development, and understanding of life basics.
The Aspects of Purposeful Preschool Program The article argues class management is one of the key components of teaching practice as it can ensure the proper development and academic achievement of preschool children.
Literacy Development for Children Birth in 3rd Grade Early childhood is characterized by the rapid development of human mental abilities, enabling individuals to acquire all fundamental literacy skills by eight years
Preschool Teacher Practice Rotation Experience Preschool experience plays a pivotal role in a person’s development, as it lays the foundation for their character
The United Arab Emirates Early Education Policy The UAE Early Education Policy will help to update the educational system so that students could acquire the necessary skills in a more efficient manner.
Social Inclusion Policy in Early Years Education It is crucial to promote the quality of the inclusion policy and increase coordination between families, communities, and schools.
Play-Based Philosophy for Early Childhood Education Play-based educational programs use games as a context for learning, where preschoolers can explore, discover, solve problems, and experiment in playful and imaginative ways.
Overcoming Stereotypes in Early Childhood Education Overcoming stereotypes in early childhood education is essential for raising children who would recognize all people around them as equals and treat them with respect.
The Meaning of Early Childhood Educator Encouraging early childhood development is vital for assisting a child in gaining the knowledge and skills appropriate for their age at a later stage of their life.
Using Data in Preschools: Data Collection Data drives every aspect of teaching, especially when there is a need to teach young children. Teachers need to see where the kids are thriving and the gaps that need to be filled.
Attachment and Its Role in Child Development Rapid brain development occurs during the first three years of life, and a child’s attachment to the caregiver or parent significantly affects this domain.
College of Early Childhood Educators and Its Aims College of Early Childhood Educators protects the public and controls accountability of the profession, the ones who use the professional position of Early Childhood Educator.
Preschooler Education Overview The article "Preschoolers (3-5 years of age)" describes preschoolers' development milestones aged between 3 to 5 and suggests some positive parenting tips.
"Teaching Strategies for Preschool Educators" Analysis The article focuses on the main teaching strategies used in preschool education. The first strategy is the promotion of early literacy.
Preschoolers Education and Activities for Children The activities for children should be appropriate for everyone within the class. Preschoolers must be encouraged to play and learn.
Early Childhood Educator: Pedagogical Mission and Approach An early childhood educator is an important figure in a child’s life. Aside from providing knowledge, one should facilitate child's socialization and transmit universal values.
Early Education in California The outcome of the assessment has a direct influence on the development of programs, their financing, and overall continuation.
Language Acquisition in Toddlers and Infants Language acquisition in toddlers starts from their communication with the environment. A friendly environment and proper materials allow for simplifying the language learning process
Strategies for Including Children with Special Needs in Early Childhood Settings This book seems to be a useful guide to understand not only the approach to Exceptional Student Education but also adapting children’s daily activities and working in a team.
Early Childhood Facility Planning The paper states that there is a wide variety of aspects that should be taken into consideration during early childhood facility construction.
EarlyON Centers Using Emergent Curriculum Theory According to the theory of emergent curriculum, the main purpose of the support provided via EarlyON centers is to strengthen the existing childhood programs.
Multicultural Considerations in Early Learning This paper suggests that the implementation of multicultural practices in early education may improve student performance.
Preparing Early Special Education Teachers to Partner With Families The research investigated the types of experiences that teachers of Early Childhood Special Education students had in their training programs related to partnering with families.
The Early Childhood Education Early Childhood Education is an internationally recognized research and professional institute for children's development.
Leadership in the Context of Early Childhood Education The teacher played a leadership role in motivating and coordinating a team of colleagues, acquiring information about the community, and researching children's educational needs.
Illinois Early Learning Project The Illinois Early Learning Project is anchored on the ability of children to be alert to sights, sounds, abstract objects, and concepts that make children explorers.
Assessments in Early Childhood Education This essay provides insight into various assessments and methods required to focus on the whole child. The classroom assessments should be organized.
Enhancing Vocabulary in Childhood: Article Summary This summary is based on the literature review article “Closing the Vocabulary Gap? A Review of Research on Early Childhood Vocabulary Practices” by Christ and Wang.
Infant and Toddler Development and Programming The set of materials presented in this essay provides a beneficial learning process for babies and toddlers because their usage is organized around educational principles of belonging.
Three-Dimensional Art Activities Use in Class The paper states that 3-dimensional art activities are very important for the improvement of children’s imagination and spatial awareness and gives several examples of activities.
How Children Learn Language The paper describes using child-directed speech or baby talk to develop associative connections and shapes the baby’s language capability.
Number Sense and Learning Centers in Preschool To improve Number Sense in preschool, the educator will have to adopt new learning strategies. The expectations of the learning outcomes are shaped by curriculum.
Childhood Education: The Montessori Approach and the Reggio Emilia Theory This research paper examines the problem of childhood education, using the Montessori approach and the Reggio Emilia theory.
The Quality of Learning Programs in Preschool Establishments The paper research and summarizes the article "Quality 101: Identifying the core components of a high-quality early childhood program" about high-quality child care programs.
Understanding the Early Childhood Development Understanding the underlying intricacies and specificities of early child development is crucially relevant for these young individuals education.
Visiting a Preschool Class as Reflective Practice This report provides a detailed reflection of the activities, environment, and knowledge obtained during a visit to a preschool class in one of the local public schools.
Play Influence on Child’s Development, Learning, and School Readiness This paper aims to discuss various theories and philosophical approaches that outline some advantages of providing children with adequate playtime.
Strive Preschool: Using Information Systems in a Preschool The school should start by establishing the necessary roles and activities and using IT budget to buy, maintain, and update software and hardware.
Promoting Early Development through Parent-Teacher Collaboration and Student Engagement Early childhood education plays a major role in building the skill set that allows a child to develop at a reasonably fast pace and acquire the needed abilities in due time.
The Osmo Genius Starter Kit: Turkish Early Childhood Education Curriculum The Osmo Genius starter kit is a learning system that integrates physical play with the digital world. This tool is manufactured for elementary school-aged children.
A Fire Safety Class Held in a Preschool The paper states that the case illustrates a fire safety class held in a preschool. Children were taught the basics of emergency case information.
Concept Formation in Early Years of Education Early childhood education requires a systemic model of teaching by having a planned assessment and tools that necessitate the conceptualization of key elements for learners.
Personal Code of Ethics for Early Childhood Educator A code of ethics is important for people not only as individuals but as professionals as well. It represents moral, religious, and cultural upbringing.
Planning and Teaching in a Preschool Setting The teacher's job is to plan learning activities that begin with the development of learning objectives and continue through implementation and evaluation in a preschool setting.
Physical Development in Florida Voluntary Prekindergarten Education Program The observed Pre-K program had an emphasis on physical development, which incorporated elements of math, reading, music, and arts.
Reggio Emilia’s Approaches to Children’s Education The task of educating infants and toddlers is a complex initiative that requires adopting appropriate frameworks for better results.
Diversity in Early Childhood Education The increasing diversity in early childhood education settings requires teachers to become competent in inclusive teaching practice, and challenge biases to promote social justice.
Creating a Personal Philosophy of Early Childhood Education The role of a preschool teacher is to provide intellectual and moral development and encouragement of children’s ideas to reveal potential talents and abilities.
Early Education (NAEYC) Accreditation Process NAEYC accreditation is beneficial for early childhood education centers because it provides staff’s enhanced commitment to the work and parental satisfaction.
Lesson Plans for Preschool and Second Grade During the math lesson, it is necessary to observe whether children show increased use of part-whole skills, and division of things into smaller objects.
Creating Early Years Learning Environments The purpose of the paper is to investigate the principles of stimulating children's curiosity, as well as creating the proper context as part of the learning environment.
Early Child Education: Developing Effective Learning Methods The paper describes how to develop strong relationships with young learners. It shows how teachers should develop relationships through shared experiences.
Preschool Education in China and Japan Preschool education in China serves several purposes, from child care to educational preparation. Meanwhile, the Japanese preschool system is more directed toward socialization.
Diversity in Early Childhood School Setting In today's multicultural society, classrooms all over the globe are becoming diverse. This means that schools now admit increased numbers of children from diverse cultures.
Early Childhood Educators' Influence on Society This paper is a reflection on Early Childhood educators regarding their societal role, standing, and their influence in society.
The Qualities of the Perfect Candidate to Work in the Field of Early Care and Education This paper discusses several concepts essential for working in Early Care and Education and becoming a professional in helping children realize their potential.
History of Inclusion in Early Childhood Education Creating schools with special needs was the first step to their inclusion into society, followed by integration: allowing them to visit a regular school.
Play in Early Childhood Special Education Although children with disabilities might need additional educators’ guidance, they should not be excluded from playing, as it provides them with developmental opportunities.
Early Children’s Development and Learning: Philosophy Statement This paper contains a brief description of the philosophy statement regarding early children’s development and learning.
The College of Early Childhood Educators The importance of the early childhood educator's involvement in the well-being, learning, and development of children cannot be overstated.
Trends in Pre-K Education in North Carolina The current essay will cover the curriculum of the preschool programs and also analyze the current state of the pre-K movement in North Carolina.
Standards of High-Quality Early Childhood Classroom The markers and standards of a high-quality early childhood classroom include educational materials, facilities, health practices, and staff professionalism, among others.
Stress in Early Childhood Education Early childhood education is crucial to the child's mental development, and the movie "No Small Matter" reveals curious insights into the topic.
The Preschool Program's Design Analysis This paper aims to design a preschool daycare program for children aged three to five and discuss the activities to enhance their social, emotional, physical, and cognitive skills.
Characteristics of Effective Early Childhood Teachers “Twelve Characteristics of Effective Early Childhood Teachers” explains the phenomenological attributes of each quality, ranging from passion to a sense of humor.
Praise and Encouragement in Early Childhood Education The article discusses approaching the children in school-based activities in class, which includes giving credit where it deserves by improving a child's potential.
A Lesson Concept in the Early Education Importantly, children of kindergarten and early school age already have nascent preferences and views on visual art.
Early Childhood Education in India Today's preschool education system in India is designed so that parents can rest assured of their children who have been trained in such groups.
Social-Emotional Skills Program for Preschoolers During the early 21st century, it was reported that the ability to regulate behaviors and emotions could be seen as the fundamental skills showcasing a child’s school readiness.
Comparison of the Two Early Childhood Educational Institutions in Hong Kong This paper examines the educational and administrative management aspects of two kindergartens in Hong Kong: HKYWCA Athena and The Salvation Army Shui Chuen O Kindergarten.
Importance of Early Childhood Study Early childhood is a great determiner of a person's future character and behavior, as children learn a lot because they can easily understand each other through games.
Research in the Field of Childhood Literacy This paper contains an annotated bibliography of the two articles devoted to the topics of childhood literacy and education.
Social-Emotional Skill Program to Enhance Learning in Preschoolers This research studies the relationship between three variables, the learners' socio-emotional skills and their academic and behavioral outcomes in pre-schoolers.
Me and Others: Observation of Preschool Children This paper analyzes the video “Me and others”, which shows an experiment on suggestibility performed with preschool children (5 years old).
Best Practices in Early Childhood Education This paper discusses best practices in the field of early childhood education, which are based on developmentally appropriate practice (DAP).
“The Kindergarten Program”: Visible Learning in Early Childhood Education Visible learning is particularly significant since children learn from experience and should be exposed to real-life situations.
How Fun and Playing Helps Kids Learn The topic of childhood development via playing will be examined in depth in this study, which will cover various aspects of the topic.
Early Childhood Education Programs Comparison Relying on the two videos on Early Childhood Education Programs, this paper compares various programs that are critical for the proper development of children.
The Universal Child Care and Early Learning Act The Universal Child Care and Early Learning Act has attracted a lot of attention due to its bold statements and declarations.
Preschool Activity: Introducing Multicultural Awareness The world is a place of many cultures and nations, which is why it is essential to introduce multicultural awareness to children.
The Lingua Globe Educational Toy The Lingua Globe toy represents a globe that features multiple buttons corresponding to different countries. The toy addresses primarily the linguistic aspect of development.
Early Childhood Education: Pedagogical Skills Understanding each child as a unique individual with their own psychological characteristics and structure of thinking seems to be a necessary competence of any children's teacher.
Positive Behaviour Support Framework in Preschool The School-Wide Positive Behaviour Support framework promotes acceptable behavior expectations for children in schools to facilitate a safe learning culture.
Family-Centered Programs in Early Childhood Classroom Family-centered programs for early childhood education have become popular across the United States due to their inherent benefits.
Indigenous Early Learning and Child Care Framework Community-level indigenous governments have participated in framework development, resulting in the identification of service gaps these communities find important.
Daycare Facilities: Establishment and Management Daycare facilities have been essential in equipping children with knowledge by providing a conducive environment for the caregiver to interact with the children and guide them.
The Montessori Method and Its Benefits The Montessori Method of education is an influential teaching method to ensure that students are equipped with the best practical skills in the learning process.
Early Years Learner: Lyla’s Case Study Lyla’s mother claims that the girl likes to talk about anything. She also likes to read, colour, draw, dance and spend time with her dog.
Expanding Existing Programs and Services in Preschool The expansion of the existing program and service in preschool is a good project which needs to be implemented in the West Bronx neighborhood.
Language Rationale: Montessori Education Curriculum An analysis of the language rationale in the Montessori education curriculum shows that learning occurs through spoken language, writing, and reading.
An Inquiry Into Form and Its Importance in Early Childhood Education The creative process uses various tools to help students better understand the world around them and how they perceive it.
Early Childhood Education Aspects Early childhood is considered the most crucial time of child development because it is a period of fast physical and mental development.
Family Partnerships to Help Needy Preschooler Students Family and parent partnerships are essential to ensuring that students build strong relationships that can help in boosting their success.
Educational Components of Child Care Programs The given discussion on teacher support and guideline implementation will focus on four key aspects of education.
Nurturing Early Childhood Teachers This essay focuses on nurturing childhood teachers in sectors of effective professional development, implementing a reflective practice model, and learning from past experiences.
Outdoor Learning Influence on Young Children Outdoor learning and the incorporation of more open approaches to early education are highly beneficial to the development of young children.
Early Childhood Education: Teaching Methods Early childhood educators rely on different teaching methods and solutions to delivering learning instructions, some of which might not produce the best results.
Should Pre-K Be Made Available to All Children? Preparing children for elementary school can benefit them because preschool improves their cognitive abilities and gets them used to a regimented schedule.
A Description of the Student Observation The paper includes a description of the setting, including one's first impressions, suitability for children, and the school environment and atmosphere.
Student Behaviour in Early Childhood Settings In the development of children, problems often occur in the form of deviations from generally accepted social age expectations.
Early Childhood Education and Childcare
Education for Sustainability Within Early Childhood Education
Aboriginal Children and Early Childhood Education and Care
Early Childhood Education: Vision, Mission, and Philosophy
Comprehensive Analysis for the Development of an Early Childhood Education Program
Early Childhood Education: Development of Manipulative Skills
China Early Child Development: Early Childhood Education in Yunnan
Early Childhood Education Philosophy
Sex Roles and Gender Bias in Early Childhood Education
Early Childhood Education Theorists and Their Theories
Observing and Assessing Early Childhood Education
Early Childhood Education China vs US
The Dichotomy and the Development of the Early Childhood Education and Care Services in Australia
Early Childhood Education Sets the Stage for Future Academic
Twenty-First Century Early Childhood Education Personal Philosophy
Early Childhood Education: Impact on Cognitive and Social Development
Professional Development Plan for Early Childhood Education
Early Childhood Education Programs and the Involvement of Fathers and Males
The Personal and Public Benefits of Early Childhood Education
Early Childhood Education Past and Present
Factors That Influence Early Childhood Education Programs
Creative Curriculum Early Childhood Education
Multicultural Education and the Early Childhood Education
Factors Militating Against the Implementation of Early Childhood Education as a Grass Root for Sustainable Peace in Nigeria
Early Childhood Education and Social Inequalities
Social Work and Early Childhood Education
Early Childhood Education and Developmental Delays
Primary Caregiving for Toddlers in Early Childhood Education
Early Childhood Education: Raising Children the Right Way
Music and Movement Early Childhood Education
Early Childhood Education for English Language Learners
Montessori Educational Approach and Early Childhood Education
Early Childhood Education and Economic Growth
Helpful Hints for Developing Fine Motor Skills in Early Childhood Education
Playful Learning and Pedagogies Within Early Childhood Education
Economics and Early Childhood Education
Autonomy Within the Early Childhood Education Field
Early Childhood Education Science Curriculum
Brain Development and Early Childhood Education
Early Childhood Education Howard Gardner and Jean Piaget
What Are the New Directions and Early Childhood Education of Mexican Children?
How Does Good Early Childhood Education Affect Racism?
Does the Turkish Early Childhood Education Program Is Cultural?
What Is Quality Early Childhood Education?
What Are the Benefits From Early Childhood Education?
How the Prevailing National Political Situation Is Affecting Early Childhood Education?
What Is the Impact of Demographic Fluctuations on Early Childhood Education in Iran?
What Are the Famous Early Childhood Education Programs?
What Are the Three Indicators of Quality-Related to Early Childhood Education?
Who Bears the Cost of Early Childhood Education and How Does It Affect Enrolment?
Fending off Fadeout: How Do We Sustain the Gains of Early Childhood Education?
What Is the Impact of John Dewey on Early Childhood Education?
What Is the Impact of Early Childhood Education on Technology?
What Is the Impact of Multicultural Literature on Early Childhood Education?
What Are Piaget’s Theories in Early Childhood Education?
Why is Early Childhood Education Is Important?
What Communication Skills Are Needed for Early Childhood Education?
What Are the Early Childhood Education Standards as the Learning Objectives of the Curriculum?
What Are the Main Concepts in Early Childhood Education?
How Is the Integration of Art Into Early Childhood Education?
What Are the Current Problems and Trends in Evaluation in Early Childhood Education?
How Does Education in Early Childhood Influence Life?
Early Childhood Education: What Activities in the Curriculum Will Extend?
What Are Jean Rousseau’s Views on Early Childhood Education?
What Is the Importance of the Family in Preschool Education?
What Are the Areas of Early Childhood Education?
What Is Kindergarten Theory in Early Childhood Education?
What Is the Impact and Use of Mobile Media in Early Childhood Education?

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Research Topics | Early Childhood Education Institute

Research Topics

Adoption/fostering.

Benton, A. L. (2020). An Autoethnographic Tale of One Louisiana Mother’s Personal Journey of Fostering and Adopting: The Impact of the Fostering Process Versus the Fostering Process in Classrooms. Journal of Foster Care, 1(1), 23-35.

DiCarlo, C. & Ota, C. (2017). Advocacy in early childhood teacher preparation (Chapter 5). In Advocacy in Academia and the Role of Teacher Preparation Programs (Thomas, U. Ed). IGI Global.

Reames, H. Sistrunk, C., Prejean, J., & DiCarlo, C.F. (2016). Advocating for recess: Preservice teachers perspectives on the advocacy process. Journal for Service-Learning, Leadership, and Social Change.

Attention/Engagement

DiCarlo, C., Baumgartner, J., Ota, C., & Brooksher, M. (in review). Recommended practice in whole-group instruction: Increasing child attention. International Journal of Early Years Education.

DiCarlo, C., Deris, A., & Deris, T. (in review). mLearning versus paper & pencil practice for telling time: Impact for attention & accuracy. Journal of Elementary Education.

DiCarlo C. F., Baumgartner, J. J., Ota, C.L., Deris, A.R. & Brooksher, M.H. (2020) Recommended practice in whole-group instruction: Increasing child attention. Child & Family Behavior Therapy, DOI: 10.1080/00168890.2020.184840

DiCarlo, C.F., Baumgartner, J., Ota, C., & Geary, K. (2016). Child sustained attention in preschool-aged children. Journal of Research in Childhood Education, 30(2), 143-152.

DiCarlo, C.F., Geary, K. E., & Ota, C.L. (2016). The impact of choice on child sustained attention in the preschool classroom. Journal of Research Childhood Education.

DiCarlo, C.F., Baumgartner, J., Pierce, S.H., Harris, M.E., & Ota, C. (2012). Whole group instruction practices and young children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Pierce, S., Baumgartner, J.J., Harris, M., & Ota, C. (2012). Whole-group instruction practices and children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Baumgartner, J., Schellhaas, A., & Pierce,S., (2012). Using Structured Choice to Increase Child Engagement in Low Preference Centers. Early Child Development & Care, 183(1), 109-124.

Isbell, D. (2019). Intermediate and High School Band. In Conway, C., Stanley, A., Pelligrino, K., and West, C. (Eds.), Handbook of Preservice Music Teacher Education. Oxford Publishing

Isbell, D. and Stanley, A. M. (2011). Keeping instruments out of the attic: The concert band experiences of the non-music major. Music Education Research International,5, 22-32

Isbell, D. (2006). The Steamboat Springs high school ski band 1935-2005. Journal of Historical Research in Music Education, 28(1), 21-37.

Caregiver Health and Identity

Baumgartner, J., Carson, R., Ota, C., DiCarlo, C., Bauer, R. (in review). Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities. Early Child Development and Care.

Bergen, D., Lee, L., Dicarlo, C. & Burnett, G. (2020). Enhancing Young Children’s Brain Development in Infants and Young Children: Strategies for Caregivers and Educators. New York, NY: Teacher’s College Press.

DiCarlo, C., Meaux, A., & LaBiche - Hebert, E. (in press). The impact of mindfulness practices on classroom climate and perceived teacher stress. Early Childhood Education Journal.

Chiang, C.J.,Jonson-Reid, M., & Drake, B. (2020). Caregiver physical health and child maltreatment reports and re-reports. Children and Youth Services Review, 108, 104671.

Baumgartner, J., & DiCarlo, C.F. (2013). Reducing workplace stress. Childcare Exchange. May/June, 60-63.

Ota, C.L., Baumgartner, J.J., & Austin, A.M.B. (2013). Provider stress and children's active engagement. Journal of Research in Childhood Education, 27, 1-13. doi: 10.1080/02568543.2012.739588

Baumgartner, J., DiCarlo, C., & Apavaloie, L. (2011). Finding more joy in teaching children. Dimensions, 39(2), 34-38.

Isbell, D. (2008) Musicians and Teachers: The Socialization and Occupational Identity of Preservice Music Teachers. Journal of Research in Music Education, 56(2). 162-178.

Child Health

Shon, E., Choe, S, Lee, L., & Ki, Y. (In Press). Influenza Vaccination among U.S. College or University Students: A Systematic Review. American Journal of Health Promotion.

Fowler L.A., Grammer A.C., Staiano A.E., Fitzsimmons-Craft E.E., Chen L., Yaeger L.H., & Wilfley D.E. (2021). Harnessing technological innovations for childhood obesity prevention and treatment: A systematic review and meta-analysis of current applications. International Journal of Obesity.

Kepper M.M., Walsh-Bailey C., Staiano A.E., Fowler L., Gacad A., Blackwood A., Fowler S., & Kelley M. (2021). Health Information Technology use among healthcare providers treating children and adolescents with obesity: A systematic review. Current Epidemiology Reports.

Staiano, A.E., Shanley, J.R., Kihm, H., Hawkins, K.R., Self-Brown, S., Hӧchsmann, C., Osborne, M., LeBlanc, M.M., Apolzan, J.W., & Martin, C.K. (2021). Digital tools to support family-based weight management for children: Mixed methods pilot and feasibility study. Pediatrics and Parenting. 4(1) doi: 10.2196/24714 PMID: 33410760

Antczak, D., Lonsdale, C., Lee, J., Hilland, T., Duncan, M.J., del Pozo Cruz, B., Hulteen, R.M., Parker, P. and Sanders, T. (2020). Physical Activity and Sleep are Weakly Related in Children: A Systematic Review and Meta-Analysis. Sleep Medicine Reviews, 51, doi: 10.1016/j.smrv.2020.101278

Olson KL, Neiberg R, Espeland M, Johnson K, Knowler W, Pi-Sunyer X, Staiano AE, Wagenknecht L, & Wing RR. (2020) Waist circumference change during intensive lifestyle intervention and cardiovascular morbidity and mortality in the Look AHEAD trial. Obesity.

Kracht CL, Katzmarzyk PT, & Staiano AE. (2020) Comparison of abdominal visceral adipose tissue measurements in adolescents between magnetic resonance imaging and dual energy x-ray absorptiometry. International Journal of Obesity.

Kracht CL, Webster E, & Staiano AE. (2020). A natural experiment of state-level physical activity and screen-time policy changes: Early childhood education (ECE) centers and child physical activity. BMC Public Health.

Fearnbach SN, Johannsen NM, Martin CK, Beyl RA, Hsia DS, Carmichael CT, & Staiano AE. (2020) A pilot study of cardiorespiratory fitness, adiposity, and cardiometabolic health in youth with overweight and obesity. Pediatric Exercise Science.

Webster E, & Staiano AE. (2020) Extended heavy television viewing may impact weight long-term in adolescents. Journal of Adolescent Health.

Kepper MM, Staiano AE, Katzmarzyk PT, Reis RS, Eyler AA, Griffith DM, KendallML, ElBanna B, Denstel KD, & Broyles ST. (2020). Using mixed methods to understand women’s parenting practices related to their child’s outdoor play and physical activity among families living in diverse neighborhood environments. Health and Place.

Kracht CL, Joseph ED, & Staiano AE. (2020). Video games, obesity, and children. Current Obesity Reports.

Kracht CL, Champagne CM, Hsia DS, Martin CK, Newton RL, Katzmarzyk PT, & Staiano AE. (2020). Association between meeting physical activity, sleep, and dietary guidelines and cardiometabolic risk factors and adiposity in adolescents. Journal of Adolescent Health.

Hulteen, R.M., Waldhauser, K.J. and Beauchamp, M.R. (2019). Promoting Health-Enhancing Physical Activity: A State-of-the-Art Review of Peer-Delivered Interventions. Current Obesity Reports, 8, 341-353. doi: 10.1007/s13679-019-00366-w (invited)

Kracht CL, Chaput JP, Martin CK, Champagne CM, Katzmarzyk PT, & Staiano AE. (2019). Associations of sleep with food cravings, diet, and obesity in adolescence. Nutrients.

Joseph E, Kracht CL, St. Romain J, Allen AT, Barbaree C, Martin CK, & Staiano AE. (2019). Young children’s screen-time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health.

Staiano AE, Adams MA, & Norman GJ. (2019). Motivation for Exergame Play Inventory: Construct validity and test-retest reliability. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Hawkins KR, Apolzan JW, Staiano AE, Shanley JR, & Martin CK. (2019). Efficacy of a home-based parent training-focused weight management intervention for preschool children: The DRIVE randomized controlled pilot trial. Journal of Nutrition Education and Behavior.

Sandoval P, Staiano AE, & Kihm H. (2019). The influence of visual and auditory stimuli on intensity of physical activity in school-aged children. The Physical Educator.

Webster EK, Martin CK, & Staiano AE. (2019) Fundamental motor skills, physical activity, and screen-time in preschoolers. Journal of Sport and Health Science.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton R.L. (2018). A 12-week randomized controlled pilot study of dance exergaming in a group: Influence on psychosocial factors in adolescent girls. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Katzmarzyk PT, Denstel KD, Beals K, Carlson J, Crouter SE, McKenzie TL, Pate RR, Sisson SB, Staiano AE,Stanish H, Ward DS, Whitt-Glover M, & Wright C. (2018). Results from the United States 2018 Report Card on Physical Activity for Children and Youth. Journal of Physical Activity & Health.

Staiano AE, Kihm H, & Sandoval P. (2018). The use of competition to elicit high intensity physical activity during children’s exergame play. Journal of Family & Consumer Sciences.

Flynn, R.M.,Staiano, A.E., Beyl, R., Richert, R.A., Wartella, E. & Calvert, S.L. (2018). The influence of active gaming on cardiorespiratoryfitness in Black and Hispanic youth. Journal of School Health.

Staiano, A.E., Webster, E.K., Allen, A.T., Jarrell, A.R., & Martin, C.K. (2018). Screen-time policies and practices in early care and education centers in relationship to child physical activity. Childhood Obesity.

Staiano, A.E., Martin, C.K., Champagne, C.M., Rood, J.C., & Katzmarzyk, P.T. (2018). Sedentary time, physical activity, and adiposity in a longitudinal cohort of non-obese young adults. American Journal of Clinical Nutrition.

Staiano, A.E., Beyl, R.A., Guan, W., Hendrick, C.A., Hsia, D.S., & Newton, R.L. (2018). Home-based exergaming among children with overweight and obesity: A randomized clinical trial. Pediatric Obesity.

Staiano, A.E., Allen, A.T., Fowler, W., Gustat, J., Kepper, M.M., Lewis, L., Martin, C.K., St. Romain, J., & Webster, E.K. (2018). State licensing regulations on screen-time in childcare centers: An impetus for participatory action research. Progress in Community Health Partnerships: Research, Education, and Action.

Heerman, W.J., Bennett, W.L., Kraschnewski, J.L., Nauman, E., Staiano, A.E., & Wallston, K.A. (2018) Willingness to participate in weight-related research among patients in PCORnet Clinical Data Research Networks. BMC Obesity.

Cohen, K.E., Morgan, P.J., Plotnikoff, R.C., Hulteen, R.M. and Lubans, D.R. Psychological, social and physical environmental mediators of the SCORES intervention on physical activity among children living in low-income communities. (2017). Psychology of Sport & Exercise, 32, 1-11. doi: 10.1016/j.psychsport.2017. 05.001

Katzmarzyk, P.T., & Staiano, A.E. (2017). Relationship between meeting 24-hour movement guidelines and cardiometabolic risk factors in children. Journal of Physical Activity & Health.

Staiano, A.E., Beyl, R.A., Hsia, D.S., Katzmarzyk, P.T., Mantzor, S., Newton, R.L., Jarrell, A., & Tyson, P. (2017). Step tracking with goals increases children’s weight loss in a behavioral intervention. Childhood Obesity

Staiano, A.E., Marker, A.M., Liu, M., Hayden, E., Hsia, D.S., & Broyles, S.T. (2017). Childhood obesity screening and treatment practices of pediatric healthcare providers. Journal of the Louisiana State Medical Society

Baranowski, T., Blumberg, F., Gao, Z., Kato, P.M., Kok, G., Lu, A.S., Lyons, E.J., Morrill, B.A., Peng, W., Prins, P.J., Snyder, L., Staiano, A.E., & Thompson, D. (2017) Getting research on games for health funded. Games for Health Journal.

Wilfley, D.E., Staiano, A.E., Altman, M., Lindros, J., Lima, A., Hassink, S.G., Dietz, W.H., & Cook, S. (2017). Improving Access and Systems of Care for Evidence-Based Childhood Obesity Treatment Conference W. Improving access and systems of care for evidence-based childhood obesity treatment: Conference key findings and next steps. Obesity.

Kihm H, Staiano AE, & Sandoval P. (2017) Project IPAL: To enhance the well-being of elementary school children. Journal of Family & Consumer Sciences 109(1) 54-56.

Staiano AE, Marker AM, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). A randomized controlled trial of dance exergaming for exercise training in overweight and obese adolescent girls. Pediatric Obesity. 12(2) 120-128.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Broyles ST. (2017). Family-based behavioral treatment for childhood obesity: Parent-reported barriers and facilitators. The Ochsner Journal. 17(1):83-92.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). Twelve weeks of dance exergaming in overweight and obese adolescent girls: Transfer effects on physical activity, screen time, and self-efficacy. Journal of Sport and Health Science.

Katzmarzyk PT, Denstel KD, Beals K, Bolling C, Wright C, Crouter SE, McKenzie TL, Pate RR, Saelens BE, Staiano AE, Stanish HI, & Sisson SB. (2016). Results from the United States of America's 2016 report card on physical activity for children and youth. Journal of Physical Activity and Health.

Staiano AE, Morrell M, Hsia DS, Hu G, & Katzmarzyk PT. (2016) The burden of obesity, elevated blood pressure, and diabetes in uninsured and underinsured adolescents. Metabolic Syndrome and Related Disorders. 14(9), 437-441.

Staiano AE, Marker AM, Martin CK, & Katzmarzyk PT. (2016). Physical activity, mental health, and weight gain in a longitudinal observational cohort of nonobese young adults. Obesity, 24(9), 1969-1975.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Martin CK. (2016). Influence of screen-based peer modeling on preschool children's vegetable consumption and preferences. Journal of Nutrition Education and Behavior, 48(5), 331-335

Mackintosh KA, Standage M, Staiano AE, Lester L, & McNarry MA. (2016). Investigating the physiological and psychosocial responses of single-and dual-player exergaming in young adults. Games for Health Journal, 5(6), 375-381

Baranowski T, Blumberg F, Buday R, DeSmet A, Fiellin LE, Green CS, Kato PM, Lu AS, Maloney AE, Mellecker R, Morrill BA, Peng W, Shegog R, Simons M, Staiano AE, Thompson D, & Young K. (2016). Games for health for children-current status and needed research. Games for Health Journal, 5(1), 1-12.

Michel, G. F., Marcinowski, E. C., Babik, I., Nelson, E. L., & Campbell, J. M. (2015). An Interdisciplinary Biopsychosocial Perspective on Infant Development. In S. Calkins (Ed.) Handbook of Infant Development: A Biopsychosocial Perspective, 427-446.

Staiano AE, Broyles ST, & Katzmarzyk PT. (2015). School term vs. school holiday: Associations with children's physical activity, screen-time, diet and sleep. International Journal of Environmental Research and Public Health, 12(8), 8861-8870.

Staiano AE, Harrington DM, Johannsen NM, Newton RL, Jr., Sarzynski MA, Swift DL, & Katzmarzyk PT. (2015). Uncovering physiological mechanisms for health disparities in type 2 diabetes. Ethnicity and Disease, 25(1), 31-37.

Marker AM, & Staiano AE. (2015) Better together: Outcomes ofcooperation versus competition in social exergaming. Games for Health Journal, 4(1), 25-30.

Carson V, Staiano AE, & Katzmarzyk PT. (2015). Physical activity, screen time, and sitting among U.S. adolescents. Pediatric Exercise Science, 27(1), 151-159.

Pere, C., Ginn, R., Hill, N., & DiCarlo, C.F. (2015). Childhood Obesity prevention: A service-learning advocacy project. Journal for Service-Learning, Leadership, and Social Change.

Harshaw, C., Marcinowski, E. C., & Campbell, J. M. (2014). Communicating Developmental Psychobiology to the Masses: Why Psychobiologists Should Contribute to Wikipedia. Developmental Psychobiology, 56 (7), 1439-1441.

Staiano AE, & Flynn R. (2014). Therapeutic uses of active videogames: A systematic review. Games for Health Journal, 3(6), 351-365.

Staiano AE. (2014). Learning by playing: Video gaming in education-a cheat sheet for games for health designers. Games for Health Journal, 3(5), 319-321.

Flynn RM, Richert RA, Staiano AE, Wartella E, & Calvert SL. (2014). Effects of exergame playon EF in children and adolescents at a summer camp for low income youth. Journal of Educational and Developmental Psychology, 4(1), 209-225.

Katzmarzyk PT, Barlow S, Bouchard C, Catalano PM, Hsia DS, Inge TH, Lovelady C, Raynor H, Redman LM, Staiano AE, Spruijt-Metz D, Symonds ME, Vickers M, Wilfley D, & Yanovski JA. (2014). An evolving scientific basis for the prevention and treatment of pediatric obesity. International Journal of Obesity, 38(7), 887-905.

Staiano AE, Gupta AK, & Katzmarzyk PT. (2014). Cardiometabolic risk factors and fat distribution in children and adolescents. Journal of Pediatrics, 164(3), 560-565.

Baranowski T, Adamo KB, Hingle M, Maddison R, Maloney A, Simons M, & Staiano AE. (2013). Gaming, adiposity, and obesogenic behaviors among children. Games for Health Journal, 2(3), 119-126.

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2013). How the development of handedness could contribute to the development of language. Developmental Psychobiology, 55(6), 608-20.

Staiano AE, Broyles ST, Gupta AK, Malina RM, & Katzmarzyk PT. (2013). Maturity-associated variation in total and depot-specific body fat in children and adolescents. American Journal of Human Biology, 25(4), 473-479.

Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013) Ethnic and sex differences in visceral, subcutaneous, and total body fat in children and adolescents. Obesity, 21(6), 1251-1255.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). BMI percentiles for the identification ofabdominal obesity and metabolic risk in children and adolescents: Evidence in support of the CDC 95th percentile. European Journal of Clinical Nutrition, 67(2), 218-222.

Staiano AE, Harrington DM, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Television, adiposity, and cardiometabolic risk in children and adolescents. American Journal of Preventive Medicine, 44(1), 40-47.

Calvert SL, Staiano AE, & Bond BJ. (2013). Electronic gaming and the obesity crisis. New Directions for Child and Adolescent Development, 139,51-57.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Waist circumference measurement site does not affect relationships with visceral adiposity and cardiometabolic risk factors in children. Pediatric Obesity, 8(3), 199-206.

Barreira TV, Staiano AE, & Katzmarzyk PT. (2013). Validity assessment of a portable bioimpedance scale to estimate body fat percentage in white and African-American children and adolescents. Pediatric Obesity, 8(2), 29-32.

Staiano AE, Abraham AA, & Calvert SL. (2012). The Wii Club: Gaming for weight loss in overweight and obese youth. Games for Health Journal, 1(5), 377-380.

Broyles ST, Staiano AE, Drazba KT, Gupta AK, Southern M, & Katzmarzyk PT. (2012). Elevated C-reactive protein in children from risky neighborhoods: Evidence for a stress pathway linking neighborhoods and inflammation in children. PloS One, 7(9)

Staiano AE, Katzmarzyk PT. (2012). Ethnic and sex differences in body fat and visceral and subcutaneous adiposity in children and adolescents. International Journal of Obesity, 36(10), 1261-1269.

Staiano AE, & Calvert SL. (2012). Digital gaming and pediatric obesity: At the intersection of science and social policy. Social Issues and Policy Review, 6(1), 54-81.

Staiano AE, & Calvert SL. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2),93-98.

Child Trauma

Kim, H., Jonson-Reid, M., Kohl, P., Chiang, C. J., Drake, B., Brown, D., McBride, T., & Guo, S. (2020).Latent class analysis risk profiles: An effective method to predict a first re-report of maltreatment. Evaluation and Program Planning, 101792.

Jonson-Reid, M., Chiang, C.J., Kohl, P., Drake, B., Brown, D., Guo, S., & McBride, T. (2019). Repeat reports among cases reported for child neglect: A scoping review. Child Abuse & Neglect, 92, 43-65.

Chiang, C. J.,& Ma, T. J. (2013). Working experiences with children witnessed domestic homicide, Taiwanese Social Work, 11, 115-144

Lee, L., Miller, C., & Caballero, J, (In Progress). Community-based, social justice-oriented experiences in ethnically, socio-economically diverse preschools: Early childhood pre-service teachers’ perspectives.

Drake, B., Jonson-Reid, M., Kim, H., Chiang, C. J., & Davalishvili, D. (2021) Disproportionate Need as a Factor Explaining Racial Disproportionality in the CW System. In Racial Disproportionality and Disparities in the Child Welfare System (pp. 159-176). Springer, Cham.

Kracht CL, Webster EK, & Staiano AE. (2019). Sociodemographic differences in young children meeting 24-hour movement guidelines. Journal of Physical Activity & Health.

Lee, L. (2018). Korean mode of color-blind perspectives on ethnic diversity: A case study of Korean Elementary teachers. International Journal of Diversity of Education, 18(1), 27-38.

Lee, L. (2016, Summer). A learning journey with Latino immigrant children: An American low-income preschool project. Childhood Explorer, 3.

Lee, L., & Misco, T. (2014). All for one or one for all: An analysis of the concepts of patriotism and others in multicultural Korea through elementary moral education textbooks. The Asia-Pacific Education Researcher. 23(1), 2-10.

Misco, T., & Lee, L. (2013). “There is no such thing as being Guamanian”: Controversial Issues in the context of Guam. Theory and Research in Social Education, 42(3), 414-439.

Misco, T.,& Lee, L. (2012).1Multiple and overlapping identities: The case study of Guam. Multicultural Education, 20(1), 23-32.

Lee, L. (2011). Language and identity in the moral domains: Minority children in education. Focus on Elementary, 23(3). 3-6.

Lee. L. (2011). Cultural awareness in beliefs and practice: An elementary teacher’s perspective on Korean children and their culture. Focus on Teacher Education, 11(2), 4-10.

ECE Professional Attrition

Chiang, C.J., Jonson-Reid, M., Kim. H., Drake. B., Pons. L., Kohl. P., Constantino. J., & Auslander. W., (2018) Service engagement and retention: Lessons from the Early Childhood Connections Program. Children and Youth Services Review, 88, 114-127. DOI: 10.1016/j.childyouth.2018.02.028

Carson, R. L., Baumgartner, J. J., Ota, C.L., Pulling Kuhn, A. C., & Durr, A. (2016). An ecological momentary assessment of burnout, rejuvenation strategies, job satisfaction, and quitting intentions in childcare teachers. Early Childhood Education Journal, 1-8.

Educational Leadership

Nelson-Smith, K. (2009). Building Opportunities through Leadership Development (BOLD). A curriculum.

Jonson-Reid, M., & Chiang, C. J.(2019). Problems in Understanding Program Efficacy in Child Welfare. In Re-Visioning Public Health Approaches for Protecting Children (pp. 349-377). Springer, Cham.

Environment (Classroom)

Deris, A., DiCarlo, C., Wagner, D. & Krick-Oborn, K. (in press). Using environmental modification and teacher mediation to increase literacy behaviors in inclusive preschool settings. Infants & Young Children

Reames, H. & DiCarlo, C.F. (2016). Creating a learner-centered classroom. Focus on PK/K, Early Years Bulletin, 3(3), 1-3, 7.

Guan, X. & DiCarlo, C.F. (2009). Minimizing stressors in the early childhood classroom. Collaborations, 2, 22-23.

Wayne, A., DiCarlo, C., Burts, D., & Benedict, J. (2007). Increasing the literacy behaviors of preschool children through environmental modifications. The Journal of Research in Childhood Education, 22(1), 5-16.

DiCarlo, C.F., Stricklin, S., & Reid, D.H. (2006). Increasing toy play among toddlers with and without disabilities by modifying structural quality of the classroom environment. National Head Start Association Dialog, 9(1)49-62.

Behavior Guidance

Reames, H. & DiCarlo, C. (2018). Using positive reinforcement to increase attentive behavior and correct task performance for preschoolers during extra curricular activities. Journal of Teacher Action Research, 4(2), 1-9.

DiCarlo, C.F., Baumgartner, J., & Ourso, J. & Powers, C. (2016). Using least-to-most assistive prompt hierarchy to increase child compliance with teacher directives in preschool classroom. Early Childhood Education Journal, 44(6) 1-10.doi:10.1007/s10643- 016-0825-7.

DiCarlo, C. & Baumgartner, J. (2011). Promoting Positive Behavior in the Preschool Classroom. Focus on Pre-K and K, 24(1), 4-7.

Torres, A., & DiCarlo, C.F. (2008). Positive Guidance. Collaborations. 3, 14-15.

Literacy and Language

Terrusi, M. (2020). Illustrated books without words for inclusion: Method reflections on reading, between form and metaphor. In E.A. Emili & V. Macchia (Eds.), Reading the inclusion: Picture books and books for one and all (pp. 77-88). ETS Editions.

Terrusi, M. (2018). Silent Books. Wonder, Silence and Other Metamorphosis in Wordless Picture Books. Proceedings, 1(9), 1 – 12. http://dx.doi.org/10.3390/proceedings1090879

Terrusi, M. (2017). Child portraits. Representations of the child body in children's illustration and literature: Some interpretative categories. Magazine of history of education, 4(1), 183 – 210. http://dx.doi.org/10.4454/rse.v4i1.28

Terrusi, M. (2017). Constellation of early childhood, Gugu's firmament. A portrait of Augusta Rasponi del Sale (Ravenna 1864-1942), author of picture book. Research of education and education, 12(2), 71 – 88. http://dx.doi.org/10.6092/issn.1970-2221/7082

Terrusi, M. (2017). Eternals, children, winged: Neoteny, lightness and literature for children. Training Studies, 20(2), 387 – 408. http://dx.doi.org/10.13128/Studi_Formaz-22195

Terrusi, M. (2017). Mute wonders: Silent book and children's literature. Carocci.

Beach, D., & DiCarlo, C.F. (2016). Can I play, again? Using a literacy ipad app to increase letter recognition & phonemic awareness. Journal of Teacher Action Research,2(2), 70-76.

Terrusi, M. (2016). Children read great. In C.I. Salviati (Ed.), In vitro: An experimental project to promote reading (pp. 18-21). Center for Literature and Reading. MIBAC Ministry of Artistic and Cultural Heritage.

Terrusi, M. (2016). The possible, the visible, the questionable: Unexpected (or wordless) books at school. In E. A. Emili (Ed.), Languages for an inclusive school (pp. 51-66). Free Books.

Grilli, G. & Terrusi, M. (2014). A (Visual) Journey to Italy. In E. Arizpe, T. Colomer, & C. Martinez-Roldan (Eds.), Visual Journeys Through Wordless Narratives (pp. 217-238). Bloomsbury Academic.

Grilli, G. & Terrusi, M. (2014). Migrant readers and wordless books: Visual narratives' inclusive experience. Encyclopaideia, 18(38), 67 – 90. http://dx.doi.org/10.6092/issn.1825-8670/4508

Ota, C. L. & Austin, A.M. (2013). Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children. Early Childhood Research Quarterly 28(4), 972-983

Terrusi, M. (2013). The room of children's literature: Educators, teachers and storytellers. In C. Panciroli & F. D. Pizzigoni (Eds.), The museum as a workshop of experiences with heritage: The example of the Mode (pp. 1-199). Quiedit.

Terrusi, M. (2013). The life of children in the figures: Gugú, a forgotten author. Childhood, 6(1), 335-339.

Terrusi, M. (2012). Illustrated books: Read, look, name the world in children's books. Carocci

Brintazzoli, G. & Terrusi, M. (2011). At the edge of the page. Li.Ber books for children and boys, 92(1), 50 – 52.

Terrusi, M. (2011). Read the visible. The world pictured in the pages. Form and poetics of early childhood books. In E. Beseghi & G. Grilli (Eds.), The invisible literature: Childhood and children's books (pp. 143-164). Carocci.

Chung, M. & Lee, L. (2009). Critical literacy theories for media literacy education. Academic Exchange Quarterly, 13(4), 121-127.

Lee, L. (2009). Media literacy. Academic Exchange Quarterly, 13(4), 10.

Terrusi, M. (2009). Classic fairy tales with contemporary design, interview with Steven Guarnaccia. Li.Ber books for children and boys, 82(1), 60 – 61.

Terrusi, M. (2009). The art of the three little pigs. Li.Ber books for children and boys, 82(1), 59 – 63.

Terrusi, M. (2007). Philosophers animals: whether they are feathered canids or felines, we can consider them Masters. Li.Ber books for children and boys, 74(1), 30 – 31.

Terrusi, M. (2007). Families and new conformisms: The challenge of the bourgeois mentality seen through the complex father-son dialectic: Holidays with the father by Marcello Argilli. Li.Ber books for children and boys, 73(1), 44-45.

Terrusi, M. (2007). Books on the road. Li.Ber books for children and boys, 76(1), 54 – 55.

Terrusi, M. (2006). Andersen Press turns 30: from the voice of its founder, Klaus Flugge, the story of the famous English publishing house. Andersen, 224(1), 31 – 35.

Mathematics

Hendershot, S., Austin, A. M. B., Blevins-Knabe, B., & Ota, C.L. (2015). Young children’s mathematics references during free play in family child care settings. Early Child Development and Care. 186(7), 1126-1141.

Misco, T., Lee, L., & Malone, K. Goley, S., & Seabolt, P. (2012).*Using the idea of insurance to develop mathematical skills and democratic dispositions. Interdisciplinary Journal of Teaching and Learning, 2(2), 78-89.

Austin, A.M., Blevins-Knabe, B., Ota, C., Rowe, T., & Knudsen Lindauer, S. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181-1198.

Motor Skills

Molinini, R. M., Koziol, Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., Harbourne, R. T., Lobo, M. A., McCoy, S. W., Bovaird, J., & Dusing, S. C. (2021). Early motor skills predict the developmental trajectory of problem solving skills in young children with motor impairments. Developmental Psychobiology. [Early View]

Barnett, L.M., Stodden, D.F., Hulteen, R.M. and Sacko, R. (2020). Motor Proficiency Assessment. In T. Brusseau, S. Fairclough & D. Lubans (Eds.), The Routledge Handbook of Youth Physical Activity.

Gonzalez, S. L., Campbell, J. M., Marcinowski, E. C., Michel, G. F., Coxe, S., & Nelson, E. L. (2020). Preschool language ability is predicted by toddler hand preference trajectories. Developmental Psychology, 56(4), 699-709.

Hulteen, R.M., Barnett, L.M. True, L., Lander, N., Cruz, B.P. and Lonsdale, C. (2020). Validity and Reliability Evidence for Motor Competence Assessments in Children and Adolescents: A Systematic Review. Journal of Sports Sciences, 38(15), 1717-1798, doi: 10.1080/02640414.2020.1756674

Hulteen, R.M., True, L., and Pfeiffer, K. (2020). Differences in Associations of Product- and Process-Oriented Motor Competence Assessments with Physical Activity in Children. Journal of Sports Sciences, 38(4), 375-382. doi:10.1080/02640414.2019.17 02279

Webster, E.K., Kracht, C.L., Newton, R.L., Beyl, R.A., & Staiano, A.E. (2020). Intervention to improve preschoolers’ fundamental motor skills: Protocol of a parent-focused, mobile app-based comparative effectiveness trial. Research Protocols, 9(10):e19943.

Fearnbach, S.N., Martin, C.K., Heymsfield, S.B., Staiano, A.E., Newton, R.L., Garn, A.C., Johannsen, N.M., Hsia, D.S., Carmichael, O.T., Murray, K.B., Ramakrisnapillai, S., Murray, K.B., Blundell, J.E., & Finlayson, G.S. (2020) Validation of the Activity Preference Assessment: A tool for quantifying children’s implicit preferences for sedentary and physical activities. International Journal of Behavioral Nutrition and Physical Activity

Kracht, C.L., Webster, E.K., & Staiano, A.E. (2020) Relationship between the 24-hour movement guidelines and fundamental motor skills in preschoolers. Journal of Science and Medicine in Sport.

Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., McCoy, S. W., & Dusing, S. C. (2019). Sitting skill and the emergence of arms‐free sitting affects the frequency of object looking and exploration. Developmental Psychobiology, 61 (7), 1035-47.

Marcinowski, E. C., Nelson, E. L., Campbell, J. M., & Michel, G. F. (2019). The development of object construction from infancy through toddlerhood. Infancy, 24(3), 368-391.

Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2018). The Development of Neuromotor Skills and Hand Preference During Infancy. Developmental Psychobiology, 60(2), 165-175.

lteen, R.M., Morgan, P.J., Barnett, L.M., Robinson, L.E. Barton, C., Wrotniak, B., and Lubans, D.R. (2018). Initial Predictive Validity of the Lifelong Physical Activity Skills Battery. Journal of Motor Learning and Development, 6(2), 301-314. doi: 10.1123/jmld.2017-0036

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2018). Evolution and Development of Handedness: An Evo-Devo Approach. In G. Forrester, W. D. Hopkins, K. Hudry, & A. K. Lindell (Eds.), Cerebral Lateralization and Cognition: Evolutionary and Developmental Investigations of Motor Biases. Elsevier Inc.: Academic Press. 347-374.

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Stodden, D.F. and Lubans, D.R. Development of Foundational Motor Skills: A Conceptual Model for Physical Activity Across the Lifespan. (2018). Sports Medicine, 48(7), 1533-1540. doi: 10.1007/s4029-018-0892-6

Marcinowski, E. C., & Campbell, J. M. (2017). Building on what you have learned: Constructing skill during infancy influences the development of spatial relation words. International Journal of Behavioral Development, 41(3), 341-349. doi:10.1177/0165025416635283

Nelson, E. L., Gonzalez, S., Coxe, S., Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2017). Toddler hand preference trajectories predict 3-year language outcome. Developmental Psychobiology, 59(7), 876-887.

Nathan, N., Cohen, K., Beauchamp, M. W.L., Hulteen, R.M., Babic, M. and Lubans, D.R. Feasibility and Efficacy of the Greater Leaders Active StudentS (GLASS) Program on Improving Children’s Fundamental Movement Skills: A Pilot Study. (2017). Journal of Science and Medicine in Sport, 20(12), 1081-1086. doi: 10.1016/j.jsams.2017.04.016

Johnson, T.M., Ridgers, N.D. Hulteen, R.M., Mellecker, R.R. and Barnett, L.M. (2016). Does Playing a Sports Active Video Game Improve Young Children’s Ball Skill Competence? Journal of Science and Medicine in Sport, 19(5), 432-436. doi: 10.1016/j.jsams.2015.05.002

Marcinowski, E. C., Campbell, J. M., Faldowski, R. A., & Michel, G. F. (2016). Do hand preferences predict stacking skill during infancy? Developmental Psychobiology, 58(8), 958-967.

Michel, G. F., Campbell, J. M., Marcinowski, E. C., Nelson, E. L., & Babik, I. (2016). Infant Hand Preference and the Development of Cognitive Abilities. Frontiers in Psychology, 7, 410. http://dx.doi.org/10.3389/fpsyg.2016.00410

Campbell, J. M., Marcinowski, E. C., Babik, I., & Michel, G. F. (2015). The influence of a hand preference for acquiring objects on the development of a hand preference for unimanual manipulation from 6 to 14 months. Infant Behavior and Development, 39, 107-117.

Campbell, J. M., Marcinowski, E. C., Latta, J. A., & Michel, G. F. (2015). Different assessment tasks produce different estimates of handedness stability during the 8 to 14 month age period. Infant Behavior and Development, 39, 67-80.

Hulteen, R.M., Johnson, T.M., Ridgers, N.D., Mellecker, R.R. and Barnett, L.M. (2015). Children’s Movement Skills When Playing Active Video Games. Perceptual and Motor Skills, 121(3), 1-24. doi: 10.2466/25.10.PMS.121c24x5

Michel, G. F., Nelson, E. L., Babik, I., Campbell, J. M., & Marcinowski, E. C. (2013). Multiple trajectories in the developmental psychobiology of human handedness. In R. M. Lerner, & J. B. Benson (Eds.), Embodiment and epigenesis: Theoretical and methodological issues in understanding the role of biology within the relational developmental system Part B: Ontogenetic Dimensions. Elsevier Inc.: Academic Press, 227-260.

Music Education

Isbell, D. (2018). Music educators consider musical futures. Contributions in Music Education. 43(1). 39-58.

Isbell, D. S., & Stanley, A. M. (2018). Code-switching musicians: an exploratory study. Music Education Research,20(2), 145-162.

Isbell, D. (2015). My Music and School Music: Formal and Informal Music Experiences. In Burton, S. and Snell, A. (Eds.), Engaging Musical Practices: A Sourcebook for Instrumental Music. Rowman and Littlefield Education Publishers, Inc.

Isbell, D. and Stanley, A. (2015) Are you a musical code-switcher?Polyphonic.org: The Orchestra Music Forum. http://www.polyphonic.org/2015/06/22/are-you-a-musical-code-switcher/.

Isbell, D. (2015)Apprehensive and excited: Music education students ’ encounter vernacular musicianship. Journal of Music Teacher Education. doi:10.1177/1057083714568020.

Isbell, D. (2014). The socialization and identity of undergraduate music teachers: A review of literature. Update: Applications for Research in Music Education.doi: 10.1177/8755123314547912.

Isbell, D. (2012). Learning theories: Insights for music educators. General Music Today 25(2). 9-23.

Isbell, D. (2009). Understanding Socialization and Occupational Identity among Preservice Music Teachers. In M. Schmidt (Ed.), Collaborative action for change:Selected proceedings from the 2007 symposium on music teacher education. Lanham, MD: Rowman and Littlefield Publishers, Inc.

Isbell, D. (2007). Popular music and the public school music classroom. Update: Applications for Research in Music Education.26(1).

Bowers, J., Cassellberry, J., Isbell, D., Kyakuwa, J., Li, Y., Mercado, E., and Wallace, E.(2019) A Descriptive Study of the Use of Music During Naptime in Louisiana Child Care Centers. Journal of Research in Childhood Education, 33(2). doi: 10.1080/02568543.2019.1577770.

National Disasters

DiCarlo, C.F., Burts, D., Buchanan, T., Aghayan, C., & Benedict, J. (2007). Making Lemonade from Lemons: Early Childhood Teacher Educators’ Programmatic Responses to Hurricanes Katrina and Rita. Journal of Early Childhood Teacher Education, 28 (1), 61-68.

Outdoor Education

Terrusi, M. (2020). Children's books and outdoor education imagery: Stories and figures to tell each other. In S. Meo & M. Ognissanti (Eds.), From risk to opportunity: Outdoor education experiences in childcare and primary school services (pp. 115-118). Junior- Children Editions.

Farné, R., Bortolotti, A., Terrusi, M. (2018) Introduction: Natural educational needs. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and good practices (pp. 13-24). Carocci.

Terrusi, M. (2018). Children's literature and natural imaginary. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and good practices (pp. 183- 200). Carocci.

Terrusi, M. (2015). The green ship: natural education and reading for children. Li.Ber books for children and boys, 106(2), 40 – 42.

Terrusi, M. (2015). The teacher's shelf. Childhood, 1(4), 334 – 336.

Terrusi, M. (2014). Children's literature and natural narratives. In R. Farné & F. Agostini (Eds.) Outdoor education: Education takes care of outdoors (pp. 69-74). Junior-Spaggiari.

Grantham-Caston, M., & Perry, M. & DiCarlo, C.F. (2019). Playful Reggio Emilia. International Play Association, Spring-Fall, 20-25.

Dicarlo, C.F., Baumgartner, J.J., Ota, C.L. & Jensen, C. (2015). Preschool teachers’ perceptions of rough and tumble play vs. aggression in preschool-aged boys. Early Child Development and Care, 185(5), 779-790.

Carson, R., Lima, M. & DiCarlo, C.F. (2015). Play On! Playground learning activities for youth fitness (2nd edition). Reston, VA: American Association for Physical Activity and Recreation.

Casey, E. M. & DiCarlo, C.F. (2015). Play traditions in the Garifuna culture of Belize. International Play Association eJournal, www.Ipausa.org.

DiCarlo, C.F. & Vagianos, L.A. (2009). Preferences and play. Young Exceptional Children, 12(4), 31-39.

Popular Culture

Lee, L. (2012). Conceptualizing childhood in Korean Educational Broadcasting System (EBS): Critical analysis of Popular Picture Book, Pororo. In V. Cvetkovic & D. Olsen (Eds.), Fleeting Images: A Childhood Studies Examination of Children in Popular Culture (pp. 85-100). Lexington Press.

Lee, L. (2012). "That's a great idea but I will think about it later": Early childhood pre-service Teachers' perceptions about popular culture in Teaching. Teacher Education and Practice, 25(1), 87-99.

Lee, L. (2010). Disney in Korea: A socio-cultural context of children’s popular culture. Red Feather Journal: An International Journal of Children’s Visual Culture, 1(2), 41-45.

Lee, L.,& Goodman, J. (2010). Romantic love and sexuality in Disney: A study of young, Korean immigrant girls’ perspectives. Education and Society, 28(1), 25-47.

Lee, L. & Goodman, J. (2009). Traversing the challenges of conducting research with young immigrant children: The case of Korean children. Interchange, 40(2), 225–244.

Lee, L. (2009). American immigrant girls’ perceptions about female body image in Disney: A critical analysis of young Korean girls. European Early Childhood Education Research Journal, 17(3), 363-375.

Lee, L. (2009). Marry the prince or stay with family—That is the question: A perspective of young Korean immigrant girls on Disney’s marriages in the United States. Australian Journal of Early Childhood, 34(2), 39-46.

Lee, L. (2009). Young American immigrant children’s interpretations of royalty in popular culture: A case study of Korean girls’ perspectives. Journal of Early Childhood Research, 7(2), 200-215.

Lee, L. (2008). Issues of popular culture and young children in American society: A Critical perspective. Academic Exchange Quarterly, 12(4),49-53.

Lee, L. (2008). Understanding gender through Disney’s marriages: A study of young Korean immigrant girls. Early Childhood Education Journal, 36(1), 11-18.

Parents in Education

Kepper MM, Staiano AE,Katzmarzyk PT, Reis R, Eyler A, Griffith DM, Kendall M, ElBanna B, Denstel KD, & Broyles ST (2019). Neighborhood influences on women’s parenting practices for adolescents’ outdoor play: A qualitative study. International Journal of Environmental Research and Public Health.

Baumgartner, J., McBride, B., Ota, C.L., & DiCarlo, C., (2016). How much do they need to be the same? What parents believe about continuity between home and childcare environments. Early Child Development and Care, 187(7), 1184-1193.

Professional Development

Bowers, J., Isbell, D., Stanley, A., and West, J. (in press). Attrition, (De)motivation, and “Effective” Music Teacher Professional Development: An Instrumental Case Study. Bulletin of the Council for Research in Music Education.

Grantham-Caston, M. & DiCarlo, C. (2019). Lights! Camera! Action! Improving your teaching through video self-reflection. Young Children, 74(4)

Grantham-Caston, M. & DiCarlo, C. (2019). The impact of video self-reflection on teacher practice. National Head Start Association Dialog, 22(2), 61-75.

Grantham-Caston, M. & DiCarlo, C. (2019). Video self-reflection. Dialog, 22(2), 99-102.

Isbell, D. and Russell, J. (2009). Perceptions of Music Educators Regarding the Practice, Impact, and Outcomes of Professional Development. Southern Music Education Journal.

Physical Education

Ferkel, R.C.. Allen, H.R., True, L. and Hulteen, R.M. (2018). Split-Week Programming for Secondary Physical Education: Inducing Behavioral Change for Lifetime Fitness. Journal of Physical Education, Recreation and Dance, 89(8), 11-22. doi: 10.1080/07303084.2018.1503118

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Barton, C., Wrotniak, B., Robinson, L.E. and Lubans, D.R. (2018). Development, Content Validity and Test-Retest Reliability of the Lifelong Physical Activity Skills Battery in Adolescents. Journal of Sports Sciences, 36(20), 2358-2367. doi: 10.1080/02640414.2018.1458392

Hulteen, R. M., Smith, J.J., Morgan, P.J., Barnett, L.M, Hallal, P.C., Colyvas, K. and Lubans, D.R. (2017). Global Sport and Leisure-Time Physical Activities Participation: A Systematic Review and Meta-Analysis. Preventive Medicine, 95, 14-25. doi: 10.1016/j.ypmed.2016.11.027

Hulteen, R.M., Lander, N.J., Morgan, P.J., Barnett, L.M., Robertson, S.J. and Lubans, D.R. (2015). Validity and Reliability of Field-Based Measures for Assessing Movement Skill Competency in Lifelong Physical Activities: A Systematic Review. Sports Medicine, 45(10), 1443-54. doi: 10.1007/s40279-015-0357-0

Physical Therapy

Harbourne, R. T., Dusing, S. C., Lobo, M. A., McCoy, S. W., Koziol, N. A., Hsu, L.-Y., Willett, S., Marcinowski, E. C., Babik, I., Cunha, A. B., An, M., Chang, H.-J., Bovaird, J. A., Sheridan S. M. (2020). START-Play physical therapy intervention impacts motor and cognitive outcomes in infants with neuromotor disorders: A multisite randomized clinical trial. Physical Therapy, 101(2), 1-11.

Dusing, S. C., Harbourne, R. T., Lobo, M. A., Westcott-McCoy, S., Bovaird, J., Kane, A. E., Syed, G., Marcinowski, E. C., Koziol, N., Brown, S. E. (2019). A physical therapy intervention to advance cognitive skills a young child with cerebral palsy: A single subject with severe motor impairments. Pediatric Physical Therapy, 31(4), 347-352.

Dusing, S. C., Marcinowski, E. C., Tripathi, T., Rocha, A., & Brown, S. (2018). A perspective on the importance of assessing parent-child interaction in rehabilitation using high or low tech methods. Physical Therapy Journal, 99(6), 658-665.

Harbourne, R. T., Dusing, S. C., Lobo, M. A., McCoy, S. W., Bovaird, J., Sheridan, S., Galloway, J. C., Chang, H.-J., Hsu, L.-Y., Koziol, N., Marcinowski, E. C., & Babik, I. (2018). Sitting Together and Reaching to Play (START-Play): Protocol for a multisite randomized controlled efficacy trial on intervention for infants with neuromotor disorders. Physical Therapy, 76(1), 1-31.

Dusing, S. C., Tripathi, T., Marcinowski, E. C., Thacker, L., Brown, L., & Hendricks-Munoz, K. (2018). Supporting Play Exploration and Early Developmental Intervention versus usual care to enhance developmental outcomes during the transition from the Neonatal Intensive Care Unit to home: A pilot randomized controlled trial. BMC Pediatrics, 18(46), 1-12.

Social-Emotional

DiCarlo, C. F., Ota, C., & Deris, A. (under revision). Social behavior in kindergarten. Journal of Early Childhood Research.

DiCarlo, C., Hebert, E. & Meaux, A. (in review). Finding the “om” in your ABCs: Mindfulness in the classroom. Child Care Exchange.

Chiang, C.J., Chen, Y. C., Wei, H. S., & Jonson-Reid, M. (2020). Social bonds and profiles of delinquency among adolescents: Differential effects by gender and age. Children and Youth Services Review, 104751

Benton, A., & DiCarlo, C. F. The impact of social stories on compliance and aggression in a kindergarten aged child. The Journal of Teacher Action Research, 4(3), 55 – 67.

DiCarlo, C.F, Ota, C.L., & Deris, A. (2020). An ecobehavioral analysis of social behavior across learning contexts in kindergarten. Early Childhood Education Journal, DOI 10.1007/s10643-020-01103-y

DiCarlo, C.F., & Melikyan, S. (2016). Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom. Literacy Experiences Special Interest Group (LESIG), 46(1) 14-35.

Beckert, T., Lee, C., & Ota, C.L. (2015). Correlates of psychosocial development for Taiwanese youth. Journal of Cross-Cultural Psychology, 46(6), 837-855.

DiCarlo, C.F., Onwujuba, C., & Baumgartner, J.J. (2014). Infant Communicative Behaviors and Maternal Responsiveness. Child and Youth Care Forum, 43(2), 195-209.

Deris, A. R., DiCarlo, C., Flynn, L. L., Ota, C.L., & O’Hanlon, A. (2012). Importance of social supports of parents of children with autism. International Journal of Early Childhood Special Education, 4(1), 17-31.

Baumgartner, J., Burnett, L., DiCarlo, C. & Buchanan, T. (2012). An inquiry of children’s social support networks using eco-maps. Child and Youth Care Forum, doi: 10.1007/s10566-011-9166-2

Deris, A. R., DiCarlo, C. F., & Deris, T. P. (2012). Evidence-based practices: Using story-based interventions to improve social behavior in the general education setting. Focus on Inclusive Education, 10(1), 5-8.

Social Studies

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The aim of this research is to explain the influence of the use of educational game tools on the development of number recognition in early childhood. This research uses a literature study method. The research steps taken are: 1. find general ideas about the research topic; 2. look for information that supports the research topic; 3. emphasize research focus; 4. search for and find reading material; 5. read and make research notes; 6. reviewing; 7. reclassify the reading material and start writing. The data collection technique in this research is documentation. The data analysis technique used in this research is the content analysis method. The results of this research are that educational teaching aids can improve the ability to recognize numbers in young children.

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Persistent organic pollutants in the natural environments of the city of Bratsk (Irkutsk Oblast): Levels and risk assessment

Degradation, Rehabilitation, and Conservation of Soils
Published: 06 November 2014
Volume 47 , pages 1144–1151, ( 2014 )

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E. A. Mamontova 1 ,
E. N. Tarasova 1 &
A. A. Mamontov 1

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The contents of persistent organic pollutants (POPs)—polychlorinated biphenyls (PCBs) and organochlorine pesticides (OCPs)—in the natural environments of an industrial city (Bratsk) of Irkutsk oblast have been studied. Features of the spatial and seasonal distribution of the PCBs and OCPs in the soils and the atmospheric air have been revealed. The structure of the homological and congeneric composition of the PCBs in the soils and the atmospheric air has been shown. Parameters of the carcinogenic and noncarcinogenic risks for human health from the impact of the PCBs and OCPs present in the soils and the atmospheric air have been determined.

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Original Russian Text © E.A. Mamontova, E.N. Tarasova, A.A. Mamontov, 2014, published in Pochvovedenie, 2014, No. 11, pp. 1356–1364.

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Mamontova, E.A., Tarasova, E.N. & Mamontov, A.A. Persistent organic pollutants in the natural environments of the city of Bratsk (Irkutsk Oblast): Levels and risk assessment. Eurasian Soil Sc. 47 , 1144–1151 (2014). https://doi.org/10.1134/S1064229314110076

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Received : 09 January 2014

Published : 06 November 2014

Issue Date : November 2014

DOI : https://doi.org/10.1134/S1064229314110076

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Bratsk city, Russia

The city of Irkutsk oblast .

Bratsk - Overview

Bratsk is a city in Russia located in the north-west of the Irkutsk region, in the center of Angarsky mountain-ridge. It stands on the shores of the Bratsk and Ust-Ilim reservoirs formed on the Angara River.

Today, this city, formed in 1956 due to the construction of Bratsk hydro power station, is an agglomeration of dispersed residential areas separated by forests and water areas. Residential areas, different in size, are former settlements constructed near industrial enterprises.

The population of Bratsk is about 222,500 (2022), the area - 428 sq. km.

The phone code - +7 3953, the postal codes - 665700-665783.

Bratsk city flag

Bratsk city coat of arms.

Bratsk city map, Russia

History of bratsk.

In 1631, a group of 40 Cossacks headed by Panteley Demidov Penda founded a small fortress on the Angara River, in the mouth of the Oka River, and called it Bratsky ostrog. The name is derived by assimilating “Buryaty” (local native people) into “braty”, that is “bratya” (brothers).

When the fortress lost its military importance, the settlement received the name Bratsko-Ostrozhnoye, sometimes simply Bratskoye, later Bratsk.

The present city was formed due to the construction of Bratsk power station, to the north of the old settlement of Bratsk which was flooded by waters of the reservoir.

On July 15, 1955, the construction of Bratsk hydro power station and the city of Bratsk was announced as an All-Union construction. On July 26, 1961, the reservoir began to be filled with water. September 1, 1961, is considered the date of the Bratsk Sea coming into being.

Bratsk views

Bratsk Hydropower Station

Author: Sergeev Vitaliy

Lenin Square in Bratsk

Author: Vitaliy Alt

Bratsk street

Bratsk - Features

The city was formed from several settlements. Today, it consists of several districts located pretty far away from each other. The residential districts were built around preserved taiga forests. The length of the city along the shore of the reservoir is about 65 km. The distance to Irkutsk is 983 km by railway, and 618 km by highway.

The climate is continental with long severe winter (up to minus 35-40 degrees Celsius) and short hot summers (up to plus 25-30 degrees C). The heating season lasts 246 days. The average temperature in January is 22.7 degrees C below zero, in July - plus 18-19 degrees C. Despite the harsh climate, Bratsk economic and geographical location is quite favorable.

Bratsk plays a role of an important support base in the development of the northern regions of Eastern Siberia and the Far East. The city is located at the intersection of important communications connecting the European and Asian continents with the north of Eastern Siberia and Yakutia. This is the basis for its economic, social and cultural development.

Bratsk is one of the largest industrial centers in the region and Eastern Siberia: metallurgy; pulp, timber mass and carton producing; timber processing and wood working; chemical and food industries. It has access to electricity generated by Bratsk power station, unlimited water resources, navigable and timber-rafting ways, etc. Also, private gold miners working on the Angara tributaries and pearl divers (the Oka River) play significant role in the local economy.

Bratsk airport offers flights to Irkutsk, Krasnoyarsk, Novosibirsk, Moscow, Tyumen, Yakutsk. The city is connected by railway lines with central Russia, Siberia, Yakutia, Transbaikalia, the Far East.

One of the essential problems of present Bratsk is an adverse environment. The main sources of pollution are the enterprises of ferrous metallurgy, timber processing, energy, transport.

60 km east of Bratsk, there is a climatic resort “Bratsk seaside” located on the coast of the Bratsk reservoir. Patients with diseases of the circulatory and nervous systems are treated there.

Museums of Bratsk

“Angara Village” - an architectural and ethnographical open-air museum (Komsomolskaya Street, 38),
Bratsk museum of Angara assimilation history (Komsomolskaya Street, 38),
The museum of Bratsk city and power station history (Gidrostroiteley Street, 54),
The museum of history of political exile (Parkovaya Street, 3),
Bratsk art exhibition hall (Komsomolskaya Street, 77).

Bratsk city of Russia photos

Bratsk places.

Monument to Pushkin in Bratsk

Hotel in Bratsk

Author: Isaev S.V.

Bratsk Palace of Arts

Author: Yulia Zolotovskaya

Pictures of Bratsk

Fountain in Bratsk

Church of the Dormition in Bratsk

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The 10 NAEYC Program Standards

preschooler holds up hands covered in finger paint

NAEYC has set 10 standards for early childhood programs that can help families make the right choice when they are looking for a child care center, preschool, or kindergarten. The standards and criteria are also the foundation of the NAEYC Accreditation system for early childhood programs. To earn accreditation, programs must meet all 10 standards.

Based on research on the development and education of young children, the standards were created with input from experts and educators from around the country. The standards define what NAEYC—the world’s largest organization of early childhood professionals—believes all early childhood programs should provide.

Review this guide to help identify programs that meet NAEYC standards for high-quality programs.

The Standards

Standard 1: relationships, standard 2: curriculum, standard 3: teaching, standard 4: assessment of child progress, standard 5: health.

Standard 6: Staff Competencies, Preparation, and Support

Standard 7: Families

Standard 8: community relationships, standard 9: physical environment, standard 10: leadership and management.

Warm, sensitive, and responsive relationships help children feel secure. The safe and secure environments built by positive relationships help children thrive physically, benefit from learning experiences, and cooperate and get along with others.

What to look for in a program:

Children and adults feel welcome when they visit the program. Teachers help new children adjust to the program environment and make friends with other children.
Teaching staff engage in warm, friendly conversations with the children and encourage and recognize children’s work and accomplishments.
Children are encouraged to play and work together.
Teachers help children resolve conflicts by identifying feelings, describing problems, and trying alternative solutions. Teaching staff never physically punish children.

A well-planned written curriculum provides a guide for teachers and administrators. It helps them work together and balance different activities and approaches to maximize children’s learning and development. The curriculum includes goals for the content that children are learning, planned activities linked to these goals, daily schedules and routines, and materials to be used.

NAEYC and the NAEYC Accreditation system do not prescribe a specific curriculum; programs can design their own or choose a commercially available curriculum that meets NAEYC’s guidelines.

Ask about the program’s curriculum and how it addresses all aspects of child development. The curriculum should not focus on just one area of development.
Children are given opportunities to learn and develop through exploration and play, and teachers have opportunities to work with individual children and small groups on specific skills.
Materials and equipment spark children’s interest and encourage them to experiment and learn.
Activities are designed to help children get better at reasoning, solving problems, getting along with others, using language, and developing other skills.
Infants and toddlers play with toys and art materials that “do something” based on children’s actions, such as jack-in-the-box, cups that fit inside one another, and playdough.

Children have different learning styles, needs, capacities, interests, and backgrounds. By recognizing these differences and using instructional approaches that are appropriate for each child, teachers and staff help all children learn.

Teachers carefully supervise all children.
Teachers provide time each day for indoor and outdoor activities (weather permitting) and organize time and space so that children have opportunities to work or play individually and in groups.
Children’s recent work (for example, art and emergent writing) is displayed in the classroom to help children reflect on and extend their learning.
Teachers modify strategies and materials to respond to the needs and interests of individual children, engaging each child and enhancing learning.

Assessment results benefit children by informing sound decisions, teaching, and program improvement.

Assessments help teachers plan appropriately challenging curriculum and tailor instruction that responds to each child’s strengths and needs. Assessments can also help teachers identify children with disabilities and ensuring that they receive needed services.

The program supports children’s learning using a variety of assessment methods, such as observations, checklists, and rating scales.
Assessment methods are appropriate for each child’s age and level of development and encompass all areas of development, including math, science, and other cognitive skills; language; social-emotional; and physical.
Teachers use assessment methods and information to design goals for individual children and monitor their progress, as well as to improve the program and its teaching strategies.
Families receive information about their child’s development and learning on a regular basis, including through meetings or conferences.

Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.

Standard 6: Staff Competencies, Preparation, and Support

Teachers who have specific preparation, knowledge, and skills in child development and early childhood education are more likely to provide positive interactions, richer language experiences, and quality learning environments.

Teaching staff have educational qualifications and specialized knowledge about young children and early childhood development. Ask, for example, how many teachers have Child Development Associate (CDA) credentials, associate’s degrees, or higher degrees.
The program makes provisions for ongoing staff development, including orientations for new staff and opportunities for continuing education.
Teaching staff have training in the program’s curriculum and work as a teaching team.

All families are welcome and encouraged to be involved in all aspects of the program.
Teachers and staff talk with families about their family structure and their views on childrearing and use that information to adapt the curriculum and teaching methods to the families served.
The program uses a variety of strategies to communicate with families, including family conferences, new family orientations, and individual conversations.
Program information—including policies and operating procedures—is provided in a language that families can understand.

The program connects with and uses museums, parks, libraries, zoos, and other resources in the community.
Representatives from community programs, such as musical performers and local artists, are invited to share their interests and talents with the children.
The staff develop professional relationships with community agencies and organizations that further the program’s capacity to meet the needs and interests of children and families.

An organized, properly equipped, and well-maintained program environment facilitates the learning, comfort, health, and safety of the children and adults who use the program.

The facility is designed so that staff can supervise all children by sight and sound.
The program has necessary furnishings, such as hand-washing sinks, child-size chairs and tables, and cots, cribs, beds, or sleeping pads.
A variety of materials and equipment appropriate for children’s ages, skills and abilities is available and kept clean, safe, and in good repair.
Outdoor play areas have fences or natural barriers that prevent access to streets and other hazards.
First-aid kits, fire extinguishers, fire alarms, and other safety equipment are installed and available.

Teacher reading from magazine with another teacher

Effective management and operations, knowledgeable leaders, and sensible policies and procedures are essential to building a quality program and maintaining the quality over time.

The program administrator has the necessary educational qualifications, including a degree from a four-year college and specialized courses in early childhood education, child development, or related fields.
The program is licensed and/or regulated by the applicable state agency.
The program’s written policies and procedures are shared with families and address issues such as the program’s philosophy and curriculum goals, policies on guidance and discipline, and health and safety procedures.
Appropriate group sizes and ratios of teaching staff to children are maintained (for example, infants—no more than 8 children in a group, with 2 teaching staff; toddlers—no more than 12 children in a group, with 2 teaching staff; and 4-year-olds—no more than 20 children in a group, with 2 teaching staff).

Families on NAEYC-Accredited programs

“Valued teachers lead to valued children … Accredited programs tend to attract employees who not only view themselves as educators, they consider themselves child advocates.” — Kate in San Antonio, Texas. Her child attends an NAEYC-Accredited program.

“Choosing a preschool for my first child was somewhat overwhelming, so when you find a program accredited by NAEYC, it adds peace of mind that you’re making a good choice for your child.” — Jen in Torrance, California. Her child attends an NAEYC-Accredited program.

“NAEYC is an organization that can be trusted with the future of my child’s education … That is why I chose an NAEYC-Accredited center—nothing but the best.” — Jennifer in Newark, New Jersey. Her child attends an NAEYC-Accredited program.

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Persistent organic pollutants in the natural environments of the city
The contents of persistent organic pollutants (POPs)—polychlorinated biphenyls (PCBs) and organochlorine pesticides (OCPs)—in the natural environments of an industrial city (Bratsk) of Irkutsk oblast have been studied. Features of the spatial and seasonal distribution of the PCBs and OCPs in the soils and the atmospheric air have been revealed. The structure of the homological and ...
Bratsk city, Russia guide
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The 10 NAEYC Program Standards
The standards and criteria are also the foundation of the NAEYC Accreditation system for early childhood programs. To earn accreditation, programs must meet all 10 standards. Based on research on the development and education of young children, the standards were created with input from experts and educators from around the country.