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Zigler's conceptualization of diversity: Implications for the early childhood development workforce / Cynthia GARCIA COLL in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : Zigler's conceptualization of diversity: Implications for the early childhood development workforce Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia GARCIA COLL, Auteur ; Kia L. FERRER, Auteur Année de publication : 2021 Article en page(s) : p.483-492 Langues : Anglais (eng) Mots-clés : Edward Zigler culture diversity training early childhood development early childhood education head start racism Index. décimale : PER Périodiques Résumé : The United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States. En ligne : http://dx.doi.org/10.1017/s0954579420001960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.483-492[article] Zigler's conceptualization of diversity: Implications for the early childhood development workforce [Texte imprimé et/ou numérique] / Cynthia GARCIA COLL, Auteur ; Kia L. FERRER, Auteur . - 2021 . - p.483-492.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.483-492
Mots-clés : Edward Zigler culture diversity training early childhood development early childhood education head start racism Index. décimale : PER Périodiques Résumé : The United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States. En ligne : http://dx.doi.org/10.1017/s0954579420001960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review / Zuyi FANG in Research in Autism Spectrum Disorders, 108 (October 2023)
[article]
Titre : Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Zuyi FANG, Auteur ; Xinran LIU, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur Article en page(s) : p.102257 Mots-clés : Autism Developmental disability School readiness Education Early Childhood Development Meta-analysis Index. décimale : PER Périodiques Résumé : Background Promoting school readiness is a vital strategy to close the learning gaps and reach children?s full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3-6 years in improving six developmental outcome domains. Methods Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Results Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. Conclusion We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514
in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102257[article] Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review [Texte imprimé et/ou numérique] / Zuyi FANG, Auteur ; Xinran LIU, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur . - p.102257.
in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102257
Mots-clés : Autism Developmental disability School readiness Education Early Childhood Development Meta-analysis Index. décimale : PER Périodiques Résumé : Background Promoting school readiness is a vital strategy to close the learning gaps and reach children?s full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3-6 years in improving six developmental outcome domains. Methods Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Results Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. Conclusion We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society / Arthur J. REYNOLDS in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society Type de document : Texte imprimé et/ou numérique Auteurs : Arthur J. REYNOLDS, Auteur Année de publication : 2021 Article en page(s) : p.466-482 Langues : Anglais (eng) Mots-clés : Head Start developmental psychology early childhood development poverty social programs and policies Index. décimale : PER Périodiques Résumé : In a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was advancing child development as social action for children and families. Besides early childhood intervention and policy, for which he devoted most of his time, Dr. Zigler did pioneering work in education and school reform, social policy, prevention, child maltreatment, family support, developmental disabilities, and in service to government. In this article, I reflect on four of Dr. Zigler's major contributions to science and society that are underrated and, in many respects, under-appreciated in the larger context of the field. These are (a) historical analysis of Head Start, (b) conceptualization and analysis of motivation as a key component of early childhood program impacts, (c) development of preschool-to-third-grade programs and school reforms, and (d) critical analysis of theory, research, policy, and practice. Together, these and other contributions by Dr. Zigler provide a strong foundation to build a better society for all. En ligne : http://dx.doi.org/10.1017/s0954579420001777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.466-482[article] Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society [Texte imprimé et/ou numérique] / Arthur J. REYNOLDS, Auteur . - 2021 . - p.466-482.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.466-482
Mots-clés : Head Start developmental psychology early childhood development poverty social programs and policies Index. décimale : PER Périodiques Résumé : In a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was advancing child development as social action for children and families. Besides early childhood intervention and policy, for which he devoted most of his time, Dr. Zigler did pioneering work in education and school reform, social policy, prevention, child maltreatment, family support, developmental disabilities, and in service to government. In this article, I reflect on four of Dr. Zigler's major contributions to science and society that are underrated and, in many respects, under-appreciated in the larger context of the field. These are (a) historical analysis of Head Start, (b) conceptualization and analysis of motivation as a key component of early childhood program impacts, (c) development of preschool-to-third-grade programs and school reforms, and (d) critical analysis of theory, research, policy, and practice. Together, these and other contributions by Dr. Zigler provide a strong foundation to build a better society for all. En ligne : http://dx.doi.org/10.1017/s0954579420001777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Pathways to a more peaceful and sustainable world: The transformative power of children in families / Pia R. BRITTO in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : Pathways to a more peaceful and sustainable world: The transformative power of children in families Type de document : Texte imprimé et/ou numérique Auteurs : Pia R. BRITTO, Auteur ; Suna HANÖZ-PENNEY, Auteur ; Liliana Angelica PONGUTA, Auteur ; Diane SUNAR, Auteur ; Ghassan ISSA, Auteur ; Sascha D. HEIN, Auteur ; Maria Conceição DO ROSARIO, Auteur ; Maha A ALMUNEEF, Auteur ; Irem KORUCU, Auteur ; Yaya TOGO, Auteur ; Jamshed KURBONOV, Auteur ; Nurlan CHOIBEKOV, Auteur ; Hien Thi Thu PHAN, Auteur ; N. Shemrah FALLON, Auteur ; Bekir B. ARTUKOGLU, Auteur ; Franz J. HARTL, Auteur ; Rima SALAH, Auteur ; Siobhán FITZPATRICK, Auteur ; Paul CONNOLLY, Auteur ; Laura DUNNE, Auteur ; Sarah MILLER, Auteur ; Kyle PRUETT, Auteur ; James F. LECKMAN, Auteur Année de publication : 2021 Article en page(s) : p.409-420 Langues : Anglais (eng) Mots-clés : 2030 Sustainable Development Goals advocacy and social policy early childhood development parenting programs peacebuilding Index. décimale : PER Périodiques Résumé : This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child. En ligne : http://dx.doi.org/10.1017/s0954579420000681 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.409-420[article] Pathways to a more peaceful and sustainable world: The transformative power of children in families [Texte imprimé et/ou numérique] / Pia R. BRITTO, Auteur ; Suna HANÖZ-PENNEY, Auteur ; Liliana Angelica PONGUTA, Auteur ; Diane SUNAR, Auteur ; Ghassan ISSA, Auteur ; Sascha D. HEIN, Auteur ; Maria Conceição DO ROSARIO, Auteur ; Maha A ALMUNEEF, Auteur ; Irem KORUCU, Auteur ; Yaya TOGO, Auteur ; Jamshed KURBONOV, Auteur ; Nurlan CHOIBEKOV, Auteur ; Hien Thi Thu PHAN, Auteur ; N. Shemrah FALLON, Auteur ; Bekir B. ARTUKOGLU, Auteur ; Franz J. HARTL, Auteur ; Rima SALAH, Auteur ; Siobhán FITZPATRICK, Auteur ; Paul CONNOLLY, Auteur ; Laura DUNNE, Auteur ; Sarah MILLER, Auteur ; Kyle PRUETT, Auteur ; James F. LECKMAN, Auteur . - 2021 . - p.409-420.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.409-420
Mots-clés : 2030 Sustainable Development Goals advocacy and social policy early childhood development parenting programs peacebuilding Index. décimale : PER Périodiques Résumé : This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child. En ligne : http://dx.doi.org/10.1017/s0954579420000681 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444