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Full-Text Articles in Early Childhood Education
Picturebooks And Gender : Making Informed Choices For Equitable Early Childhood Classrooms., Kathryn F. Whitmore, Christie Angleton, Emily L. Zuccaro
Picturebooks And Gender : Making Informed Choices For Equitable Early Childhood Classrooms., Kathryn F. Whitmore, Christie Angleton, Emily L. Zuccaro
Faculty Scholarship
We examine picturebooks through a feminist lens, understanding that children’s literature and media can limit and expand how young children access gender representations. We describe four categories that increase teacher knowledge to select books with multiple and varied gender representations for children in their classrooms. These four categories are gender binaries, discourses of childhood innocence, intersectionality, and heteronormativity. We illustrate each category with two quality books that maintain and disrupt each theme. We hope teachers will find the categories useful for thoughtfully selecting books for classroom libraries, read aloud, and discussion.
Investing In High Quality Preschool: Lessons From An Urban Setting, Elizabeth R. Anthony, Robert L. Fischer
Investing In High Quality Preschool: Lessons From An Urban Setting, Elizabeth R. Anthony, Robert L. Fischer
Faculty Scholarship
Large numbers of children of low income families in the United States arrive at kindergarten already far behind their more affluent peers on measures of school readiness. In the absence of any federal preschool policy and amidst alarm about this growing divide, universal prekindergarten (UPK) programs have been launched around the United States, at both the state and local levels, to address the school readiness gap. Invest in Children, a public/private partnership in Cuyahoga County (Cleveland, OH) launched a UPK program of high quality, affordable preschool nine years ago. The program’s creation, implementation and challenges are discussed along with evaluation …
Temporal Effects Of Distressed Housing On Early Childhood Risk Factors And Kindergarten Readiness, Claudia J. Coulton, Francisca García Cobián Richter, Robert L. Fischer, Youngmin Cho
Temporal Effects Of Distressed Housing On Early Childhood Risk Factors And Kindergarten Readiness, Claudia J. Coulton, Francisca García Cobián Richter, Robert L. Fischer, Youngmin Cho
Faculty Scholarship
Poor housing quality and housing crises have been linked to adverse outcomes for children. However, few studies have focused on the early childhood period or been able to pinpoint how the timing and duration of housing problems contributes to early educational success. This longitudinal study draws on linked administrative records from housing, education, social service and health agencies to examine the influence of exposure to housing neighborhood conditions since birth on school readiness of all children entering kindergarten over a four-year period in a big city school system. Using marginal structural models that properly account for dynamic housing and neighborhood …
Housing Crisis Leaves Lasting Imprint On Children In Cleveland, Claudia J. Coulton, Robert L. Fischer, Francisca García Cobián Richter, Youngmin Cho
Housing Crisis Leaves Lasting Imprint On Children In Cleveland, Claudia J. Coulton, Robert L. Fischer, Francisca García Cobián Richter, Youngmin Cho
Faculty Scholarship
Study finds link between poor housing conditions and kindergarten readiness. Over time, living in substandard housing conditions leads to lower literacy scores for children entering kindergarten. Living in a home that is owned by a speculator, is tax delinquent, or is in foreclosure contributes to lower literacy scores among children entering kindergarten. Living within 500 feet of distressed properties lowers literacy scores among kindergarteners; living in homes farther away (up to 1500 feet) has a smaller, though still negative, effect. Living in a distressed home (either in poor condition or in foreclosure) is associated with a higher risk for child …