Early Childhood Education

Iram Siraj is Professor of Child Development & Education at the University of Oxford. She is Adjunct Professor at the University of Stavanger, Norway, and Visiting Professor at University College London and the University of Wollongong, Australia. Iram's research projects have included leading on the Evaluation of the Foundation Phase across Wales and she is a principal investigator of the major DfE 17 -year study on Effective Pre-school, Primary and Secondary Education (EPPSE 3-16, 1997-2014) and of the influential Researching Effective Pedagogy in the Early Years project (REPEY). She has led on longitudinal studies/RCTs as a principal investigator in a number of countries including the UK, Australia and Ireland. She is specialist adviser to the House of Commons Select Committee on early education and has undertaken reviews of the Foundation Phase for the Welsh Govt. and of the workforce for the Scottish Govt. She has published widely.

VOLUME ONE: FOUNDATIONAL AND CONTEMPORARY THOUGHT ON YOUNG CHILDREN, HOME AND SOCIETY Vygotsky, Piaget and Education - Rheta DeVries A Reciprocal Assimilation of Theories and Educational Practices Getting Vygotskian about Theory of Mind - Charles Fernyhough Mediation, Dialogue and the Development of Social Understanding From Social Interaction to Higher Psychological Processes - James Wertsch A Clarification and Application of Vygotsky's Theory From Mead to a Structural Symbolic Interactionism and beyond - Sheldon Stryker Nature-Nurture Reconceptualized in Developmental Perspective - Urie Bronfenbrenner and Stephen Ceci A Bioecological Model Socioeconomic Status Modifies Heritability of IQ in Young Children - Eric Turkheimer et al Parenting and Its Effect on Children - Eleanor Maccoby On Reading and Misreading Behaviour Genetics Ecology of Developmental Processes - Urie Bronfenbrenner and Pamela Morris Culture Structures the Environment for Development - Charles Super and Sara Harkness Learning from Others - Susan Gelman Children's Construction of Concepts Development in the Family - Ross Parke First-Hand Learning through Intent Participation - Barbara Rogoff et al Autonomy and Relatedness in Cultural Context - Ci?dem Ka??tc?ba?? Implications for Self and Family Cultural Models, Socialization Goals and Parenting Ethnotheories - Heidi Keller et al A Multicultural Analysis Post-Vygotskian Lenses on Western Early Childhood Education - Marilyn Fleer Moving the Debate forward An Integrative Model for the Study of Developmental Competencies in Minority Children - Cynthia Garcia Coll et al VOLUME TWO: IMPLICATIONS FOR EARLY CHILDHOOD CURRICULUM AND PEDAGOGY Executive Summary to Eager to Learn - Barbara Bowman, M. Suzanne Donovan and M. Susan Burns Educating Our Pre-Schoolers Quality Support Infrastructure in Early Childhood - Lenette Azzi-Lessing Still (Mostly) Missing Quality of the Pre-School and Home Environment as a Context of Children's Language Development - Ljubica Marjanovi? Umek et al Effects of the Home-Learning Environment and Pre-School Center Experience upon Literacy and Numeracy Development in Early Primary School - Edward Melhuish et al The Stability of Parenting Behaviours over the First Six Years of Life - Danielle Horvath Dallaire and Marsha Weinraub Cultural Variation in Young Children's Access to Work or Involvement in Specialized Child-Focused Activities - Gilda Morelli, Barbara Rogoff and Cathy Angelillo A Window into Different Cultural Worlds - Jonathan Tudge et al Young Children's Everyday Activities in the United States, Brazil and Kenya Researching Pedagogy in English Pre-Schools - Iram Siraj-Blatchford and Kathy Sylva Playing and Working in Kindergarten - Paul Leseman, Linda Rollenberg and Jan Rispens Cognitive Co-Construction in Two Educational Situations Symbolic Play - Ljubica Marjanovi? Umek and Petra Lesnik Musek Opportunities for Cognitive and Language Development in Pre-School Settings Playing House - Maureen Kendrick A 'Sideways' Glance at Literacy and Identity in Early Childhood The Playing-Learning Child - Ingrid Pramling Samuelsson and Maj Asplund Carlsson Towards a Pedagogy of Early Childhood Make-Believe Play versus Academic Skills - Elena Bodrova A Vygotskian Approach to Today's Dilemma of Early Childhood Education Serious Fun - Laura Schulz and Elizabeth Baraff Bonawitz Pre-Schoolers Engage in More Exploratory Play When Evidence Is Confounded Conceptualizing Progression in the Pedagogy of Play and Sustained Shared Thinking in Early Childhood Education - Iram Siraj-Blatchford A Vygotskian Perspective Curricular Quality and Day-to-Day Learning Activities in Pre-School - Kathy Sylva et al Children's Early Numeracy in England, Finland and People's Republic of China - Pirja Aunio et al Constructing Cultural-Historical Tools for Supporting Young Children's Concept Formation in Early Literacy and Numeracy - Marilyn Fleer and Bridie Raban Learning Dispositions and the Role of Mutual Engagement - Judith Duncan, Carolyn Jones and Margaret Carr Factors for Consideration in Educational Settings Fostering Young Children's Representation, Planning and Reflection - Carol Copple A Focus in Three Current Early Childhood Models Social and Emotional Learning in the Kindergarten Classroom - Thomas Kramer et al Evaluation of the Strong-Start Curriculum A Family-Strengths Approach to Early Language and Literacy Development - Deborah Russell Carter, David Chard and Juli Lull Pool VOLUME THREE: EARLY CHILDHOOD PROGRAMMES, SOCIAL MOBILITY AND SOCIAL JUSTICE The Early Education of Socioeconomically Disadvantaged Children - David Arnold and Greta Doctoroff Educational Disadvantage in the Early Years - Iram Siraj-Blatchford How Do We Overcome It? Some Lessons from Research New Policy Conclusions from Starting Strong II and Update on the OECD Early Childhood Policy Reviews - John Bennett A Nordic Approach to Early Childhood Education and Socially Endangered Children - Bente Jensen Contrasting Visions of Early Childhood Education - Allie Cleghorn and Larry Prochner Examples from Rural and Urban Settings in Zimbabwe and India Socioeconomic and Environmental Determinants of Child-Care Patterns of Pre-Schoolers in Pakistan - Uzma Iram and Muhammad Sabihuddin Butt Do Child-Care Centers Benefit Poor Children after School Entry? - Daphna Bassok et al The Long-Term Contribution of Early Childhood Education to Children's Performance - Cathy Wylie and Jean Thompson Evidence from New Zealand Pre-School Program Improves Cognitive Control - Adele Diamond et al The Socio-Emotional Effects of Non-Maternal Child Care on Children in the U.S.A. - Jenet Jacob A Critical Review of Recent Studies The Impact of Pre-School on Young Children's Cognitive Attainments at Entry to Reception - Pam Sammons et al Pre-School Experience in 10 Countries - Jeanne E. Montie, Zongping Xiang and Lawrence Schweinhart Cognitive and Language Performance at Age Seven The Effect of Pre-School on Children's School Readiness - Ljubica Marjanovi? Umek et al Inequality in Pre-School Education and School Readiness - Katherine Magnuson et al Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support - Celene Domitrovich et al The Head Start REDI Program Introducing Literacy to Four-Year-Olds - Eve Gregory et al Creating Classroom Cultures in Three Schools A Book Reading Intervention with Pre-School Children Who Have Limited Vocabularies - Anne Hargrave and Monique Senechal The Benefits of Regular Reading and Dialogic Reading Bilingual Language Development - Gee Macrory What Do Early Years Practitioners Need to Know? VOLUME FOUR: CURRENT DEBATES IN EARLY CHILDHOOD EDUCATION RESEARCH The Effects of Pre-School Education - Robert Pianta et al What We Know, How Public Policy Is or Is Not Aligned with the Evidence Base and What We Need to Know The Quest for Quality in Early Day Care and Pre-School Experience Continues - Edward Melhuish Defining and Evaluating 'Quality' Early Childhood Education in an International Context - Iram Siraj-Blatchford and Yeok-lin Wong Dilemmas and Possibilities Evidence-Informed Program Improvement - Stephen Small, Siobhan Cooney and Cailin O'Connor Using Principles of Effectiveness to Enhance Quality and Impact of Family-Based Prevention Programs Program Quality and Early Childhood Inclusion - Virginia Buysse and Heidi Hollingworth Recommendations for Professional Development The Effects of Outcome-Driven Authentic Assessment on Classroom Quality - Rena Hallam et al Translation of Research into Interventions - John Lochman Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education - Sharon Ryan and Susan Grieshaber Improving Pre-School Classroom Processes - C. Cybele Raver et al Preliminary Findings from a Randomized Trial Implemented in Head Start Settings The Stockholm Project - Gunilla Dahlberg, Peter Moss and Alan Pence Constructing a Pedagogy That Speaks in the Voice of the Child, the Pedagogue and the Parent Early Childhood Development in Africa - Alan Pence and Kofi Marfo Interrogating Constraints of Prevailing Knowledge Bases Transformative Paradigm - Donna Mertens Mixed Methods and Social Justice Mixed Methods in International Collaborative Research - Sara Harkness et al The Experiences of the International Study of Parents, Children and Schools Mixing Qualitative and Quantitative Research in Developmental Science - Hirokazu Yoshikawa et al Uses and Methodological Choices The Early Childhood Classroom Observation Measure - Deborah Stipek and Patricia Byler Capturing Quality in Early Childhood through Environmental Rating Scales - Kathy Sylva et al Caring for Children around the World - Robert Bradley and Robert Corwyn A View from HOME Assessing the Quality of Early Years Learning Environments - Glenda Walsh and John Gardner Educational Research and Evidence-Based Policy - Iram Siraj-Blatchford et al The Mixed-Method Approach of the EPPE Project