Join NCQTL the fourth Monday of each month from 10:00 - 10:45 am PT (1:00 - 1:45 pm ET) for a facilitated broadcast call on research and implications for practical application. Guest presenters include well known researchers and other leaders. View information about our next broadcast call.
9/23/2013 – Facilitating Children’s Friendships: The Adult’s Role in Supporting Peer Relationships
Dr. Michaelene Ostrosky and Lori Meyer
In this presentation Dr. Michaelene Ostrosky and Lori Meyer shared evidence-based strategies for supporting young children’s friendship development. Establishing friendships is an important developmental goal of early childhood. Friendships established during the preschool years create valuable contexts to learn and practice skills essential to children’s development across domains.
Q&A for Facilitating Children’s Friendships [PDF, 545KB]
5/20/2013 – Building Executive Function Skills in Children and Adults
Dr. Juliet Morrison
Research about early childhood adverse experiences and early brain development have highlighted the importance of promoting key executive functioning skills—such as memory and attention—to improve children's outcomes. In this presentation, Dr. Morrison described definitions and development of executive function, as well as how adults can support children within early learning environments.
3/25/2013 – Supporting Young Writers in Preschool: A Framework for Understanding Early Writing Development
Dr. Sonia Cabell, University of Virginia
Dr. Sonia Cabell described a framework for teachers to evaluate and understand the writing that young children produce. In addition, she shared research-based guidance on how to individualize instruction in preschool to capitalize on each child's strengths.
2/25/2013 – The Importance of Peer Interaction and Social Pretend Play
Dr. Carollee Howes, University of California at Los Angeles
Dr. Howes described the development of social pretend play in toddler and preschool age children. She provided examples of the beginning social play of infants and toddlers and discussed how these early play forms transform into more developed social pretend. Dr. Howes also discussed theories of how both home and school cultural communities influence the development of social pretend play and how Early Head Start Programs as well as Head Start Programs can encourage social play.
01/28/2013 Science in the Preschool Classroom: Why and How This Can Be a Teacher's Best Friend
Dr. Daryl B. Greenfield, University of Miami
Science is a Head Start mandated readiness domain. So why is science rarely present in Head Start classrooms? When surveyed, teachers report two key barriers: Feeling unprepared to teach science and a lack of time to devote to it, given all the readiness areas that need to be covered. Dr. Greenfield discussed why these barriers are false and how science can help teachers increase scores on the CLASS™ "instructional support" domain, and cover and improve multiple areas of school readiness for children.
11/26/2012 Early Math for School Readiness Kids Play Math: An Overview
Dr. Jeff Farmer, University of Denver & and Jenny Lerner, M. Ed., Lerner Consulting Services
Dr. Jeff Farmer and Jenny Lerner, M. Ed., presented information on the Kids Play Math computer games project, teacher training and support system, that was developed with an Office of Head Start Innovation and Improvement grant to support early math for school readiness. They shared results of how Kids Play Math is implemented in classrooms and how it impacts student and teacher mathematics learning.
10/22/2012 The Characteristics of Intentional, Mature, Make-Believe Play: How Play Influences Development
Dr. Deborah J. Leong, Metropolitan State University of Denver
Dr. Leong described the characteristics of the kind of play that helps children learn social-emotional skills, cognitive skills, and self-regulation, from the Vygotskian perspective. She discussed the leading developmental play activity for preschool and kindergarten, and how teachers can support it.
9/24/2012 Promoting Language and Literacy: Building Bridges from Classroom to Home
Dr. Kevin Cole, Washington Research Institute
Dr. Kevin Cole gave an overview of some of the simple strategies parents can use at home to foster their child's language acquisition and reading skills. He briefly covered the research behind these strategies and then described exactly how parents and classroom staff can use books and play to enhance language learning, bridging the gap between home and school.
8/27/2012 Science for Preschoolers? Yes and No
Professor Rochel Gelman, Rutgers-New Brunswick University
Professor Rochel Gelman delivered evidence supporting the idea that it is possible to develop learning opportunities for young "scientists-in-waiting," who are members of all cultural, socio-economic, and linguistic groups. The vast majority of these children enjoy learning about the what, the how, and the language of science.
Q&A for Science for Preschoolers? Yes and No [PDF, 233KB]
7/23/2012 Caregiver Interventions to Enrich Early Language Environments for Children in Poverty
Dr. Dana Suskind, University of Chicago Comer Children's Hospital
Dr. Suskind and her colleague, Kristin Leffel, discussed the development of the Thirty Million Words Project. This parent-directed behavioral intervention was designed to address disparities in the early language environments of low-income children. The project involved typically developing children below the age of three and combined an educational curriculum of video and animation with a "quantitative linguistic feedback" strategy utilizing LENA technology. The presenters also presented early results from families on Chicago's South Side involved in the Thirty Million Words Project.
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Last Reviewed: October 2013
Last Updated: November 26, 2013