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Virtual Quality Improvement in Early Childhood: Virtual Observations, Goal Setting, and Text Messaging to Promote Adoption of Evidence-Based Practices
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Abbie Raikes; Rebecca Sayre Mojgani; Jem Alvarenga Lima; Kelsey Tourek; Jolene Johnson – Early Childhood Education Journal, 2025
Millions of young children attend childcare settings in the United States and the quality of these early childhood settings, such as the activities children engage in and how teachers interact with children, matter for children's development. This study was designed to test the impacts of a tech-enabled observation and feedback system focused on…
Descriptors: Child Care, Observation, Goal Orientation, Telecommunications
Time out as a Regulated and Specified Element of Child Care Licensing Policy: Are Policies Aligned with the Research Base?
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Martha Buell; Stephanie Kuntz – Early Childhood Education Journal, 2025
Decades of research has documented the negative effects of physical punishment, including spanking (Heilmann et al., 2021). Since 1998, the American Academy of Pediatrics (AAP) has endorsed the use of time out from positive reinforcement (TO) as an alternative to corporal punishment (Sege et al., 2018). Despite urging at the federal level…
Descriptors: Child Care, Certification, Punishment, Positive Reinforcement
Evidence-Based Program Implementation Variability in New Contexts: The Head Start REDI Program
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Janet Welsh; Sarah Meyer Chilenski; Ann-Michelle Daniels; Amber Letcher; Aileen Garcia – Early Childhood Education Journal, 2025
This study involved a pilot implementation of an evidence based school readiness intervention in new community contexts. The Head Start Research Based, Developmentally Informed (REDI) program was implemented in preschools on and near a Native American reservation with both indigenous and non-indigenous students and teachers. The REDI curriculum…
Descriptors: Evidence Based Practice, Federal Programs, Low Income Students, Social Services
Supporting Preservice Teachers to Implement Systematic Instruction through Video Review, Reflection, and Performance Feedback
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McLeod, Ragan H. – Early Childhood Education Journal, 2020
Eleven preservice teachers in a dual early childhood/early childhood special education teacher education program participated in a case study to determine the effects of a professional development intervention on use of an evidence-based practice (EBP). The intervention included training, practice, planning, video self-reflection, and group…
Descriptors: Preservice Teachers, Video Technology, Feedback (Response), Early Childhood Education