Research on Consultation in Early Childhood Programs

Authored by: Jennifer LoCasale-Crouch , Sonia Q. Cabell , Manuela Jimenez , Michelle Taylor

Handbook of Research in School Consultation

Print publication date:  April  2014
Online publication date:  April  2014

Print ISBN: 9780415501200
eBook ISBN: 9780203133170
Adobe ISBN: 9781136478444

10.4324/9780203133170.ch19

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Abstract

A concerning number of young children in preschool settings engage in maladaptive social behaviors that can be detrimental to their future academic functioning and may interfere with their optimal development (Powell, Fixsen, & Dunlap, 2003). There also is an ever-widening achievement gap, where young children growing up in poverty begin Kindergarten well behind their more privileged peers in important academic skills (Chatterji, 2006; Halle et al., 2009; Lee & Burkam, 2002). However, recent evidence suggests that preschool programs can be an effective way to foster young children’s social-emotional and academic skills (Barnett, Lamy, & Jung, 2005; Gormley, Gayler, Phillips, & Dawson, 2005; Hamre & Pianta, 2005; Magnuson, Ruhm, & Waldfogel, 2007), particularly when classrooms are characterized by high quality teacher-child interactions (Hamre, Pianta, Mashburn, & Downer, 2007). Efforts to increase the quality of teacher-child interactions often prove to be challenging. The most effective professional development models tend to involve consultation (Bierman et al., 2008; Hsieh, Hemmeter, McCollum, & Ostrosky, 2009; Pianta, Mashburn, Downer, Hamre, & Justice, 2008; Ramey & Ramey, 2008; Raver et al., 2008; Wasik & Hindman, 2011a), both around general teacher-child interactions as well as specific content-driven experiences.

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