Front Porch Series: Archive 2012

Join NCQTL the fourth Monday of each month from 10–10:45 a.m. PT (1–1:45 p.m. 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 or view an archive of the most recent broadcasts.

2012 Broadcasts

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.

Q&A for Early Math for School Readiness Kids Play Math: An Overview [PDF, 156KB]

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.

Q&A for The Characteristics of Intentional, Mature, Make-Believe Play: How Play Influences Development [PDF, 234KB]

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.

Q&A for Caregiver Interventions to Enrich Early Language Environments for Children in Poverty [PDF, 234KB]

6/25/2012 Assessment and Progress Monitoring in Early Childhood
Dr. Scott McConnell, University of Minnesota

In this presentation, Dr. Scott McConnell described ways that programs and classroom staff can monitor individual children and classrooms or programs to ensure that children are making adequate progress toward school readiness. He also presented the benefits and liabilities of two different types of approaches to monitoring progress: observational curriculum approaches and direct general outcomes approaches.

Q&A for Assessment and Progress Monitoring in Early Childhood [PDF, 489KB]

5/21/2012 Teaching New Words: Embedding Vocabulary Instruction in Storybooks
Dr. Elizabeth Spencer and Dr. Howard Goldstein, Ohio State University

Dr. Elizabeth Spencer and Dr. Howard Goldstein provided recommendations to guide practitioners in the selection of useful and teachable vocabulary targets. They presented a framework for the design of explicit instruction and provided suggestions for differentiating instruction for individual children.

Q&A for Embedding Vocabulary Instruction in Storybooks [PDF, 934KB]

5/21/2012 Enseñanza de palabras nuevas: Integrar la enseñanza de vocabulario a los libros de cuentos
Dra. Elizabeth Spencer y Dr. Howard Goldstein, Universidad Estatal de Ohio

La Dra. Elizabeth Spencer y el Dr. Howard Goldstein formulan recomendaciones, con el fin de orientar a los profesionales en la selección de objetivos de vocabulario útil y enseñable. Presentan un marco para el diseño de la enseñanza explícita y brindan sugerencias para la enseñanza diferenciada e individual para cada niño.

Preguntas y respuestas sobre integrar la enseñanza de vocabulario a los libros de cuentos [PDF, 252KB]

4/23/2012 Foundations for Social, Emotional and Academic Competence: Poverty and the Development of Effortful Control.
Dr. Liliana Lengua, University of Washington

Dr. Liliana Lengua presented information on effortful control, a core aspect of self-regulation, which has been shown to predict academic, social, and emotional success in both typical and at-risk children.

Q&A for Poverty and the Development of Effortful Control [PDF, 721KB]

3/26/2012 - The Power of Partnerships: How to Create Meaningful Connections with Parents
Dr. Susan Sheridan, University of Nebraska

Dr. Susan Sheridan presented information on establishing effective partnerships with parents to support young children's learning and development.

Q&A for How to Create Meaningful Connections with Parents [PDF, 380KB]

2/27/2012 - Promoting Creativity in Early Childhood Classrooms
Dr. Nancy Hertzog, University of Washington

Dr. Nancy Hertzog presented an overview of nurturing and promoting creativity through intentional classroom design and engagement.

References and Q&A for Promoting Creativity in Early Childhood Classrooms [PDF, 541KB]

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Last Reviewed: July 2016

Last Updated: January 6, 2017