Scientific Influences on Early Childhood Education: From Diverse Perspectives to Common Practices

Characterizing the Scientific Influences on Early Childhood EducationWhat is Science?History of Early Childhood Scientific ThoughtThe Evolution of Early Childhood EducationDeveloping Scientific Perspectives of Early Childhood EducationReferencesSystems Science and Its Impact on Early Childhood Education and CareI - Background and Organizational ContextIntroductionIntent and OrganizationII - Systems, Systems Theory, and the Emergence of Systems ScienceDefining SystemsThe Scientific Roots of Systems ScienceDistinguishing Scientific Thinking, Theory, and FieldsThe Evolution of Scientific Thinking, Theory, and FieldsThe Evolution of Systems Thinking, Theory, and FieldsIII - Systems Science: Parameters and Partner TheoriesParameters of Systems ScienceUniversal ApplicabilitySynergistic InterrelationsEnvironmental InteractionsMultiple PurposesNormative Change and ComplexityPartner Theoretical FrameworksFunctionalist TheoryNeo-institutional TheoryGeneral Organizational TheoryNetwork TheoryIV - The Evolution of Systems Science in ECECThe Rationale for Systems Science in ECECEnacting a Systems Orientation: The Formative YearsEarly Action in the Private SectorEarly Action in the Public SectorEnacting a Systems Orientation: Recent Efforts in the FieldRecent ECEC Systems Work in the Private SectorRecent ECEC Systems Efforts in the Public SectorTheorizing ECEC Systems: Recent Advances and Pressing NeedsRecent Advances in ECEC Systems ThinkingPressing Needs in ECEC Systems ThinkingIncreasing Demands for and Efforts to Evaluate ECEC Systems WorkThe Emergence of "Theory of Change" Efforts to Render a Cogent Methodology to Such EvaluationsA Re-clarification of the Need for and Content of Systemic Outputs/OutcomesV - The Effects and Future of Systems Science in ECECThe Effects of ECEC Systems WorlcSerendipity in ActionECEC Systems Science and TheoryECEC Systems Science and PracticeThe Future of ECEC Systems WorkAdvancing Conceptualization of a SystemUsing the Past to Guide Future ECEC Systems WorkQuirky, But Essential, ECEC Systems ScienceReferencesPolicy and Political Influences on Early Childhood EducationThe Trajectory of Scientific ThinkingPsychologyIntelligence: From Fixed to MalleableNeuroscience and Epigenetics: The Developing Brain Needs Nurturing Relationships and Positive ExperiencesEconomics: Investments in ЕСЕ Can Lead to Significant ReturnsInfluence of Science on Public Policy Related to the Early Childhood EducationHead Start: Inspired by Research; The Catalyst for a New Research BaseResearch on Head Start: Is the Program Effective?Policymakers Call for Program AccountabilityHead Start Policy Fuels More Research: The National Reporting SystemChild Care: Influence of Research Crew Over TimeResearch Influence: Does Child Care Quality Explain Variation in Child Outcomes?State-funded Preschool ProgramsPreschool Rationale and Research on Long-Term OutcomesInfluence of Research: Child Outcomes and Program QualityConclusionReferencesBioecological Systems Influences on Early Childhood EducationIntroductionBiographical BackgroundI: The Evolution of the Bioecological Model of Human DevelopmentPhase 1: The Ecology of Human Development (1973-1979)Phase 2: Ecological Systems Theory (1983-1993)Phase 3: Bioecological Theory (1993-2006)ll: The PPCT ModelProximal ProcessesPerson CharacteristicsDemandResourceForceContextMicrosystemMesosystemExosystemMacrosystemTimeConclusionReferencesThe Impact of Psychological Sciences on Early Childhood Education: Developmental InfluencesSigmund Freud (1856-1939)Freud's Four Models of the PersonalityThe Dynamic ModelThe Developmental ModelThe Structural ModelThe Functional ModelJean Piaget (1896-1980)Piaget's Three Models of Mental DevelopmentThe Social ModelThe Biological ModelThe Logical ModelErik Erikson (1902-1994)Erikson's StagesInfancy: Trust vs. MistrustToddlerhood: Autonomy vs. Shame and DoubtEarly Childhood: Initiative vs. GuiltSummary and ConclusionInfancyToddlerhoodEarly ChildhoodReferencesThe Impact of Psychological Sciences on Early Childhood Education: Child’s Mind in Society – A Vygotskian Approach to Early Childhood EducationCultural-Historical Theory: Defining the TermsThe Concepts of Cultural Tools and Higher Mental FunctionsVygotsky's View of Child DevelopmentVygotskian Views of Play and Its Role in Child DevelopmentVygotskian Views of Teaching and LearningEarly Childhood Education: What Would Vygotsky Say?ReferencesAnthropological Contributions to Early Childhood Education: On Culture, Context, and the Construction of the ChildAnthropological FoundationsDevelopment in ContextChildren as Agents and Childhood as ComplexDecentering the AdultConclusionReferencesA Sociology of Early Childhood Education: Learning to be CivilizedIntroductionEarly Childhood Education and CareSchooling and the "Socialized" ChildRelational PedagogyLove and Learning RelationshipsRelational PsychoanalysisLearning to be CivilizedThe Social Habitus of Early Years EducationPeer Groups and Capital AccumulationConclusionsReferencesThe Contributions of Economics to Early Childhood Education and CareIntroductionThe Human Capital Production FunctionRationales for Public Investment in ECECEquityMarket FailuresEconomic Returns: Benefit-Cost Analysis (BCA)The Evidence:Experimental and Non-Experimental StudiesThree Seminal StudiesBCA of ECEC at ScaleLimitations and Next StepsReferencesThe Importance of the Pedagogical Sciences to Early Childhood EducationThe Origins of Pedagogy for Young ChildrenResearch on Early Childhood PedagogyPedagogy and CognitionPedagogy as Teaching through InteractionsPedagogy as Embodied and DiscursiveConcluding ThoughtsReferencesThe Critical Contributions of Assessment Science to Early Childhood EducationProgram Coals, Constructs, and AssessmentsWhat to MeasureAn Overemphasis on CognitionMultiple DimensionsNew DevelopmentsHow We MeasureAssessing Young Children in Studies in Early Childhood EducationPerplexing IssuesConclusion: A Need for Better AssessmentsReferencesMedical Sciences Influences on Early Childhood EducationSpecial EducationInternational Classification of Function of Children and YouthPublic HealthConclusionReferencesThe Influence of Neuroscience on Early Childhood EducationIntroductionA Historical Perspective: The Work of Montessori, Vygotsky, and LuriaEarly Intervention Studies: The Perry Preschool Project and AbecedarianEmergence of Developmental Cognitive NeuroscienceCultivation of EF Skills by Caregivers and TeachersNeuroscience Influenced Interventions in Early ChildhoodLab-based InterventionsInterventions in the ClassroomParenting InterventionsInterventions Using TechnologyTwo-generation InterventionsA Civic Science Approach to InterventionsConclusionsReferencesConcluding Thoughts
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