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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
Select a category below to narrow the list of publications about early childhood education. For the definition of each category, click here. If you are looking for a specific document, topic, or author, visit our Publications & Resources section to conduct an advanced search.
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In this Q&A, Chip Donohue talks with HFRP about early childhood educators’ participation in online distance education courses and discusses how the topic of family engagement is being integrated into these classes.
Harvard Family Research Project (December 5, 2013) Research Report
What is the evidence base to support family engagement in the transition to school? You can check out the articles in this bibliography to read about why transition to school matters for children, families, and communities.
Harvard Family Research Project (March 19, 2015) Research Report
In this section of the Bridging Worlds Interactive Case, we meet Esther Lasher, the educational director of the Grant Head Start Program. Esther works to smooth the transition to kindergarten by planning with multiple community and school representatives.
Harvard Family Research Project () Research Report
We begin the Bridging Worlds Interactive Case by meeting Maya Warren. Maya is a fun-loving 5-year-old girl who, despite success in preschool, is having a difficult transition to kindergarten.
Harvard Family Research Project () Research Report
In this section of the Bridging Worlds Interactive Case, we meet Nicole Warren, Maya’s mother. Nicole reflects on her daughter’s difficult transition to kindergarten and thinks about what she might do to improve the situation.
Harvard Family Research Project () Research Report
In this section of the Bridging Worlds Interactive Case, we meet Tanya Robinson, Maya’s kindergarten teacher. Tanya is concerned that children and families are not kindergarten ready.
Harvard Family Research Project () Research Report
In this section of the Bridging Worlds Interactive Case, we meet Maya’s former preschool teacher, Teresa Guzman. Teresa considers the role of early childhood programs in preparing children and families for kindergarten.
Harvard Family Research Project () Research Report
In the final section of the Bridging Worlds Interactive Case, we piece it all together. We think about the principles guiding smooth transitions to school, assumptions people in the case make, and how difficult issues might be resolved.
Harvard Family Research Project () Research Report
In this section of the Bridging Worlds Interactive Case, we examine some school-level data to develop a better understanding of the factors influencing Maya’s difficult transition to school.
Harvard Family Research Project () Research Report
This teaching case explores the complex issues surrounding the transition to kindergarten and the importance of family engagement in the process. Three expert commentaries and discussion questions are included. An interactive version is also available.
Margaret Caspe (2014) Research Report
The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.
Heather Weiss , Lisa Klein (May 2007) Research Report
Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.
Susan M. Sheridan , Brandy L. Clarke, Diane C. Marti, Jennifer D. Burt, Ashley M. Rohlk (April 2005) Research Report
Deborah J. Brown, external evaluator for Save the Children, discusses how continuous improvement processes have helped strengthen one of Save the Children’s language development and pre-literacy programs, Early Steps to School Success.
Deborah J. Brown (September 17, 2013) Research Report
In this Commentary, Harvard Family Research Project’s Senior Research Analyst, Heidi Rosenberg, looks at the ways in which schools, programs, and other community institutions can help facilitate continuous family engagement to help children succeed.
Heidi Rosenberg (September 20, 2012) Research Report
In this Commentary, Harvard Family Research Project’s Heidi Rosenberg discusses how continuous improvement processes can strengthen family engagement strategies, and outlines the mindset and key practices that organizations need to adopt in order to use data to understand and improve upon their work.
Heidi Rosenberg (September 17, 2013) Research Report
To be successful, children need a strong science, technology, engineering, and math foundation. Learn how Iridescent, a project funded in part by the National Science Foundation, connects families, engineers, and children to develop these skills early on in school.
Tara Chklovski (March 19, 2015) Research Report
What you say to families and do with them matters! In this Q & A with Brandi Black Thacker and Guylaine Richards, we learn about how the Parent, Family, and Community Engagement Simulation can be used as a professional development tool in Head Start/Early Head Start programs and beyond.
Brandi Black Thacker , Guylaine Richard (December 5, 2013) Research Report
This digest provides suggestions on how families and teachers can work together in schools to provide enriching experiences for children.
Holly Kreider (March 1998) Research Report
Analyzing family, school, and community resources and needs as related to the family life cycle, examining child welfare and education and ecological approach, and exploration of careers related to children and families. Strategies to improve communication and collaboration are emphasized with a focus on family types, cultures, economic conditions, school systems, community services, political forces, advocacy groups, and other factors that impact young children and their families.
Arminta Jacobson (Fall 2004) Syllabus
Ever wonder what libraries around the country are doing to engage families? Learn the answer to this question and others through HFRP and PLA’s national survey of family engagement in public libraries—– the results of which are presented here.
Harvard Family Research Project (August 16, 2016) Research Report
This research brief synthesizes the latest research that demonstrates how family involvement contributes to young children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works.
Heather B. Weiss , Margaret Caspe and M. Elena Lopez (Spring 2006) Research Report
This issue of the FINE Forum focuses on promising practices to engage families and communities in supporting students' mathematical proficiency.
Harvard Family Research Project (Spring 2003) Research Report
Family resource centers are places where you can get information on raising and educating your child. This issue of the Early Childhood Digest describes family resource centers and how they can help you get your child ready for school.
Priscilla M. D. Little (October 1998) Research Report
When organizations invest in developing the competencies of its professionals to engage families everyone benefits. To help accomplish this we share five of our favorite resources on professional development in family engagement along with tips on why they work.
Laura Alves (December 11, 2014) Research Report
The transition to school is a process—not just a one-time event—and begins during children’s preschool years and continues into and on through the early elementary grades. Find out four important things research tells us about the transition.
Margaret Caspe, M. Elena Lopez, and Chalatwan Chattrabhuti (March 19, 2015) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project