This volume employs a multidisciplinary approach to research on a high-profile topic very much on the agenda of state and national policy leaders: early childhood development and education. It aims to reflect how scholarly perspectives shape the contours of knowledge generation, and to illuminate the gaps that prevent productive interchange among scholars who value equity in the opportunities available to young children, their families, and teachers/caregivers. The editors and authors identify and prioritize critical research areas; assess the state of the field in terms of promising research designs and methodologies; and identify capacity-building needs and potential cross-group collaborations.

• Cover
• Title
• Copyright
• Acknowledgments
• Contents
• 1 INTRODUCTION Reframing Research in Early Childhood Education: Debates, Challenges, and Opportunities
• 2 Fostering Equitable Developmental Opportunities for Dual-Language Learners in Early Education Settings
• 3 Developmentally Appropriate Practice in Early Childhood Education Redefined: The Case of Math
• 4 Connecting Research on Children’s Mathematical Thinking With Assessment: Toward Capturing More of What Children Know and Can Do
• 5 When Is a Child Not a Child Outcome? Humanizing Research in Early Childhood Education
• 6 Parents, Their Children, and Their Children’s Early Childhood Education Teachers
• 7 Conversations in Early Childhood Classrooms: Preliminary Findings From a Professional Development Intervention
• 8 Understanding Long-Term Preschool “Fadeout” Effects—Be Careful What You Ask For: Magical Thinking Revisited
• 9 Early Care and Education Quality
• 10 Toward Deeper and More Policy-Relevant Evidence on Early Childhood Programs
• 11 Early Childhood Systems for Birth Through Age 8: Conceptual Challenges and Research Needs
• 12 Scaling Up Effective Preschool Education: New Directions for Research
• 13 Looking Internationally
• 14 CONCLUSION Reflecting on and Repositioning Early Childhood Education Research
• About the Contributors