Robert C. Pianta & W. Steven Barnett 
Handbook of Early Childhood Education [PDF ebook] 

I. Early Education Opportunities in the United States1. Early Education in the United States: Programs and Access, Dale J. Epstein and W. Steven Barnett2. Early Childhood Care and Education: Enrollment Patterns and Expenditures, Clive R. Belfield3. Investments in Early Education: Resources at the Federal and State Levels, Jason T. Hustedt, Allison H. Friedman, and W. Steven Barnett4. Accountability and Program Evaluation in Early Education, Walter S. Gilliam and Ellen Frede5. More Than Teachers: The Early Care and Education Workforce, Sharon Ryan and Marcy Whitebook 6. Restructuring and Aligning Early Education Opportunities for Cultural, Language, and Ethnic Minority Children, Cristina Gillanders, Iheoma Iruka, Sharon Ritchie, and Carolyn T. Cobb7. Language, Culture, and Early Education in the United States, Eugene E. García8. Poverty Is a Knot, and Preschool Is an Untangler, Cynthia Lamy II. Instruction and Curriculum in Early Education Settings: Impacts on Young Children’s Preacademic Outcomes9. Promoting Lower- and Higher-Level Language Skills in Early Education Classrooms, Mindy Sittner Bridges, Laura M. Justice, Tiffany P. Hogan, and Shelley Gray10. Promoting Early Literacy and Language Development, Douglas R. Powell and Karen E. Diamond11. Mathematics Learning, Assessment, and Curriculum, Douglas H. Clements and Julie Sarama12. Science and Early Education, Kathy Cabe Trundle and Mesut Saçkes13. Teacher–Child Play Interactions to Achieve Learning Outcomes: Risks and Opportunities, Jeffrey Trawick-Smith14. A Transactional Model of Effective Teaching and Learning in the Early Childhood Classroom, Claire E. Cameron III. Developmental Processes, Early Education, and Families 15. An Ecological Perspective for Understanding the Early Development of Self-Regulatory Skills, Social Skills, and Achievement, Sara E. Rimm-Kaufman and Shannon B. Wanless16. Executive Functioning and Developmental Neuroscience: Current Progress and Implications for Early Childhood Education, Jelena Obradovic, Ximena A. Portilla, and W. Thomas Boyce17. Scaffolding Self-Regulated Learning in Young Children: Lessons from Tools of the Mind, Elena Bodrova and Deborah J. Leong18. Fostering Collaborative Partnerships between Early Childhood Professionals and the Parents of Young Children, Lisa L. Knoche, Keely D. Cline, and Christine A. Marvin19. Interventions That Promote Social-Emotional Learning in Young Children, Celene E. Domitrovich, Julia E. Moore, Ross A. Thompson, and the CASEL Preschool to Elementary School Social and Emotional Learning Assessment Workgroup20. Supporting the Social Competence of Young Children with Challenging Behavior in the Context of the Teaching Pyramid Model: Research-Based Practices and Implementation in Early Childhood Settings, Mary Louise Hemmeter and Maureen A. Conroy21. Promoting Young Children’s Mental Health through Early Childhood Consultation: Ecological Advances and Research Needs, Susan M. Sheridan, Brandy L. Clarke, and Tanya B. Ihlo IV. Building Systems of Effective Early Intervention Supports: Meeting the Needs of Diverse Children and the Adults Who Serve Them22. Implications of Research on Postinstitutionalized Children for Practice and Policy in Early Education, Jamie M. Lawler and Megan R. Gunnar23. Access, Participation, and Supports: A Framework for Improving Inclusive Early Education Opportunities for Children with Disabilities, Virginia Buysse 24. Enhancing Teachers’ Intentional Use of Effective Interactions with Children: Designing and Testing Professional Development Interventions, Bridget K. Hamre, Jason T. Downer, Faiza M. Jamil, and Robert C. Pianta25. Improving Language and Literacy Outcomes in Child Care, Susan B. Neuman26. Higher Education for Early Childhood Educators and Outcomes for Young Children: Pathways toward Greater Effectiveness, Marilou Hyson, Diane M. Horm, and Pamela J. Winton27. Making the Case: Why Credentialing and Certification Matter, Sue Bredekamp and Stacie G. Goffin 

Robert C. Pianta, Ph D, is Dean of the Curry School of Education at the University of Virginia, where he is also the Novartis Professor of Education and Director of the Center for Advanced Study of Teaching and Learning. A former special education teacher, Dr. Pianta’s research focuses on investigating the effects of schooling on children’s social and academic outcomes, and on improving school and classroom experiences through teachers’ professional development. His team of education researchers has developed the Classroom Assessment Scoring System™, an observational measure that has been tested and proven effective in several large national studies and is being utilized by every Head Start program in the United States. Dr. Pianta is Editor of the Journal of School Psychology and the author of more than 400 journal articles, chapters, and books in the areas of early childhood development, transition to school, school readiness, and parent–child and teacher–child relationships. He consults regularly with federal agencies, foundations, and universities. Associate Editors W. Steven Barnett, Ph D, is Board of Governors Professor and Director of the National Institute for Early Education Research at Rutgers, The State University of New Jersey.  Laura M. Justice, Ph D, is Professor in the College of Education and Human Ecology at The Ohio State University, where she also directs the Children’s Learning Research Collaborative. Susan M. Sheridan, Ph D, is George Holmes University Professor of Educational Psychology at the University of Nebraska, where she is also Director of the Nebraska Center for Research on Children, Youth, Families, and Schools and of the National Center for Research on Rural Education.