Developmental and Contextual Transitions of Children and Families: Implications for Research, Policy, and Practice. Head Start's National Research Conference (5th, Washington, DC, June 28-July 1, 2000). Summary of Conference Proceedings.

Literaturnachweis - Detailanzeige

Trefferliste

Sonst. Personen	Lamb-Parker, Faith (Hrsg.); Hagen, John (Hrsg.); Robinson, Ruth (Hrsg.)
Institution	Columbia Univ., New York, NY. Center for Population and Family Health.; Society for Research in Child Development.
Titel	Developmental and Contextual Transitions of Children and Families: Implications for Research, Policy, and Practice. Head Start's National Research Conference (5th, Washington, DC, June 28-July 1, 2000). Summary of Conference Proceedings.
Quelle	(2001), (798 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Abstracts; Brain; Child Development; Child Health; Classroom Environment; Context Effect; Cultural Influences; Curriculum Development; Developmentally Appropriate Practices; Educational Technology; Family School Relationship; Language Acquisition; Measurement Techniques; Mental Health; Parent Education; Parent Influence; Parent Participation; Poverty; Preschool Children; Preschool Education; Preschool Evaluation; Public Policy; Research Methodology; School Readiness; Special Needs Students; Staff Development; Student Evaluation; Teacher Student Relationship; Transitional Programs; Welfare Reform + Suchen Sie Ihr Suchwort? Abstract; Gehirn; Kindesentwicklung; Klassenklima; Unterrichtsklima; Cultural influence; Kultureinfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Entwicklungsbezogene Bildung; Unterrichtsmedien; Sprachaneignung; Spracherwerb; Messtechnik; Psychohygiene; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Öffentliche Ordnung; Research method; Forschungsmethode; Readiness for school; School ability; Schulreife; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This report summarizes the conference proceedings of the fifth Head Start National Research Conference. The focus of the conference was on the relationship of environment and developmental changes. Keynote topics and speakers were: "How Can We Know Environment Really Matters?" (Michael Rutter); "Creating Developmentally Appropriate Environments" (Stephen Suomi); and "It's 2000 and Parents Are Still Saying 'No' to Friends Who Are 'Different'" (Valeria Lovelace). Other special session topics included neuroscience perspectives on brain development, the importance of studying children and families across settings, and interventions to support developmental transitions. Forty-four symposia are summarized in the areas of: (1) Head Start research and practice; (2) Administration of Children, Youth, and Families (ACYF) research; (3) child development, education, and care; (4) consequences of welfare reform; (5) culture and context; (6) health; (7) innovative research methods; (8) language and family literacy; (9) parental influences on child development; (10) parents and social institutions; (11) research and policy; and (12) very early development. Poster sessions are also summarized on the following topics: (1) biobehavioral approaches to development; (2) child and family strengths and resiliency; (3) children with disabilities; (4) cultural continuities and discontinuities; (5) early intervention and child care programs and practices; (6) evaluation methods; (7) family involvement in children's education; (8) family literacy; (9) family structure and functioning; (10) health and nutrition; (11) home/school continuities and discontinuities; (12) home visiting; (13) infants and toddlers; (14) information technology; (15) instrument development and validation; (16) language and emergent literacy; (17) long-term effects of early intervention; (18) maternal mental health; (19) parenting/parent attitudes; (20) promoting mental health; (21) quality of early care and education; (22) research partnerships with communities; (23) school readiness; (24) school transitions; (25) social/emotional development; (26) staff development; (27) understanding neighborhood and community influences; and (28) welfare reform and impact on children and families. Four appendices include a list of the cooperating organizations and peer reviewers, a subject index, and a directory of participants. (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC