Healthy Development in Young Children

Every year brings new research studies that aim to describe early childhood development. Despite this boom in research, there has been little useful translation of these studies into clear recommendations for educators and mental health practitioners.

This book shows experienced educators and mental health practitioners who work with young children (2–5 years of age) how to implement programs and interventions based on the latest scientific research in day care centers, preschools, special education settings, and kindergartens.

Chapters in this volume offer guidelines on child assessment across five key areas of development — cognitive, language, behavioral and social-emotional functioning, adaptive behavior, and motor skills. Contributors describe interventions to help children meet age-appropriate expectations regarding cognitive and emotional maturity, and other key developmental tasks including numerical understanding, early literacy programs; and play. Other chapters discuss broad policies and legal issues impacting early education. Special attention is given to interventions for preschoolers with developmental disabilities, and the unique needs of children who are culturally and linguistically diverse.

Psychologists, speech-language pathologists, social workers, and teachers will find a wealth of information in this comprehensive, practical volume.

Foreword

Preface

Dedication

1. Introduction and Overview
   Vincent C. Alfonso and George J. DuPaul

I. Assessment

2. Considerations and Methods in Assessing Young Children
   Robin L. Hojnoski and Kristen N. Missall
3. What Areas of Development Should Be Assessed and How?
   Vincent C. Alfonso, Joseph R. Engler, and Janice C. C. Lepore

II. Preparing for School: Ensuring Academic Success

4. School Readiness
   Karen L. Bierman, Michael Sanders, and Leslie C. Ho
5. Coming of Age: Evidence-Based Early Literacy Teaching
   Kathleen Roskos and Lisa Lenhart
6. Early Number Knowledge and Skills
   Gena Nelson and Michèle M. M. Mazzocco
7. Self-regulation in Young Children: A Skill Set for Lifetime Success
   Amanda M. Dettmer, Amanda B. Clinton, and Heather A. Mildon
8. The Utility of Play for Later Academic Achievement
   Darlene DeMarie and Jennifer Bugos

III. High Quality Learning Environments

9. Principles and Practices That Promote Positive Guidance in Early Childhood
   George J. DuPaul and Courtney L. Cleminshaw
10. Creating Successful Early Learning Environments
    Tim W. Curby
11. Creativity and Creative Potential in Early Childhood Education
    Pablo P. L. Tinio, Jen Katz-Buonincontro, and Baptiste Barbot

IV. Spheres of Influence

12. Leveraging the Developmental Strengths of Young Children in Context
    Rebecca Bulotsky Shearer, Jenna Futterer, Jhonelle Bailey, and Chelsea Morriss
13. National Policies and Laws Affecting Children's Health and Education
    Tara C. Raines, Celeste Malone, L. Morgan Beidleman, and Noelita Bowman

V. Special Considerations

14. Promoting Social Competence in Young Children With Disabilities
    Tina L. Stanton-Chapman and Eric L. Schmidt
15. Working with Young Children Who Are Culturally and Linguistically Diverse
    Amber Radzicki, Tammy L. Hughes, Ashley Schoenenberger, Marissa Park, and Yadira Sánchez
16. Working with Young Children Living in Stressful Environments
    Tammy L. Hughes and Cydney Quinn

Vincent C. Alfonso, PhD, is dean of the Gonzaga University School of Education. Prior to that, he was professor of school psychology in the Division of Psychological and Educational Services in the Graduate School of Education at Fordham University, where he taught a variety of topics including psychoeducational assessment, preschool psychology, training and supervision, and clinical interventions.

Dr. Alfonso received his MA and PhD in clinical/school psychology from Hofstra University. His research interests include assessment and treatment of preschoolers, psychoeducational assessment, life satisfaction and subjective well-being, professional training, stressful life events, social support, and health.

George J. DuPaul, PhD, is a professor of school psychology, in the College of Education at Lehigh University.

His primary research interest is the treatment of individuals with ADHD and related behavior disorders. He conducts research on school-based academic and behavioral interventions for youth in K–12 settings, early intervention for young children at-risk for ADHD, and the assessment and treatment of college students with significant ADHD symptoms. He also studies health promotion and pediatric psychology, and has directed student-led studies related to nutrition education, asthma, and psychopharmacology.