Research Basis for Gee Whiz Curriculum for Family Child Care

At Gee Whiz Education, we want you to know that all of the activities, experiences, and components we develop for our products are based on the latest research on early childhood development and learning. Not only do we take into account new and emerging research findings, we also incorporate theoretical foundations as well. The following list includes the theories, published research and position statements that provide strong evidence for our approach to teaching and learning. In addition, the Gee Whiz curriculum addresses state and national ECE standards (e.g., Head Start Learning Outcomes Framework). Our curriculum has a comprehensive approach … addressing 10 key developmental areas. Please see our website www.geewhizeducation.comfor alignment charts that provide details on how the curriculum addresses the standards in your state.

Theorists

Erikson, E. (1963). Childhood and society.New York: W.W. Norton & Company, Inc.

Piaget, J., & Inhelder B. (1969). The psychology of the child (H. Weaver, Trans.). New York:  Basic Books

Smilansky, S., & Shefatya, L. (1990). Facilitating play: A medium for promoting cognitive, socio-emotional, and academic development in young children.Gaithersburg, MD:  Psychological and Educational Publications.)

Vygotsky, L. (1986). Thought and language(Revised). Cambridge, MA: MIT Press.

Published Research

Ang, L., Brooker, E., & Stephen, C. (2017). A review of the research on childminding: Understanding children’s experiences in home-based childcare settings. Early Childhood Education Journal, 45(2), 261-270. doi:10.1007/s10643-016-0773-2

Bergen, D., & Cosica, J. (2001). Brain research and childhood education: Implications for educators.Olney, MD: Association of Childhood Education International.

Berghout Austin, A., Blevins-Knabe, B., Ota, C., Rowe, T.,Knudsen Lindaeur, S. (2011). Mediators of early preschoolers’ mathematics concepts. Early Child Development and Care,181(9), 1181-1198.

Blasberg, A., Bromer, J., Nugent, C., Porter, T., Shivers, E.M., Tonyan, H., Tout, K., & Weber, B. (2019). A Conceptual Model for Quality in Home-Based Child Care. OPRE Report #2019-37. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Boller, K., Paulsell, D., Del Grosso, P., Blair, R., Lundquist, E., Kassow, D. Z., Kim, R., & et al. (2015). Impacts of a child care quality rating and improvement system on child care quality. Early Childhood Research Quarterly, 30(1), 306-315.

Bromer, J., McCabe, L. A., & Porter, T. (2013). Special section on understanding and improving quality in family child care. Early Childhood Research Quarterly, 28(4), 875-983.

Bryant, D. M., Wesley, P. W., Burchinal, M., Sideris, J., Taylor, K., Fenson, C., & Iruka, I. U. (2009). The QUINCE-PFI study: An evaluation of a promising model for child care provider training: Final report. Chapel Hill, NC: FPG Child Development Institute.

Durden, T., Mincemoyer, C., Crandall, L., Alviz, K., & Garcia, A. (2015). Gateway to quality: Online professional development for family child care providers. Early Child Development and Care, 1-17.

Essa, E. & Burnham, M. (2009). Informing our practice: Useful research on young children’s development.Washington, DC: National Association for the Education of Young Children.

Ferrar, H., Harms, T., & Cryer, D. (1995). Places for growing: How to Improve Your Family Child Care Home.New York, NY. The Rockefeller Foundation.

Forry, N. D., Iruka, I. U., Kainz, K., Tout, K., Torquati, J. C., Susman-Stillman, A. R., Bryant, D. M., & et al. (2012). Identifying profiles of quality in home-based child care. (Issue Brief OPRE 2012- 20). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

Gillies, R. (2011). Promoting thinking, problem-solving, and reasoning during small group discussions. Teachers and Teaching: Theory and Practice,17(1), 73-89.

Goodson, B. D., & Layzer, J. I. (2010). Defining and measuring quality in home-based settings, OPRE Research-to-Policy, Research-to-Practice Brief #2011-10d. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation.

Gray, S.A. (2015). Widening the circle of security: A Quasi-experimental evaluation of attachment-based professional development for family child care providers. Infant Mental Health Journal, 36(3), 308-319. doi: 10.1002/imhj.21513

Hallam, R. A., Bargreen, K., & Ridgley, R. (2013). Quality in family child care settings: The relationship between provider educational experiences and global quality scores in a statewide quality rating and improvement system. Journal of Research in Childhood Education, 27(4), 393- 406.

Hallam, R., Hooper, A., Bargreen, K., Buell, M., & Han, M. (2017). A two-state study of family child care engagement in Quality Rating and Improvement Systems: A mixed-methods analysis. Early Education and Development, 28(6), 669-683

Hart, T., & Risley, B. (1995). Meaningful differences in the everyday experiences of young American children.Baltimore, MD: Brooks Publishing.

Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: Funds of knowledge as a conceptual framework for children’s interests. Journal of Curriculum Studies,43(2), 185-205.

Hong, S. & Diamond, K. (2012). Two approaches to teaching young children science concepts, vocabulary and scientific problem-solving skills. Early Childhood Research Quarterly,27(2), 295-305.

Jensen, E. (2000). Moving with the brain in mind. Educational Leadership, 58(3), 34-37.

Jensen, E. (2008). Teaching with the brain in mind(Revised). Alexandria, VA: Association for Supervision and Curriculum Development.

National Center on Early Childhood Quality Assurance (2015, November). Research Brief #2: Trends in Family Child Care Home Licensing Regulations and Policies for 2014. No. 315. Fairfax, VA. Retrieved from https://childcareta.acf.hhs.gov/ sites/default/files/public/315_1511_fcch_licensing_trends_brief_2014_final_508_0.pdf

National Survey of Early Care and Education Project Team (2016). Characteristics of home-based early care and education providers: Initial findings from the National Survey of Early Care and Education, OPRE Report #2016-13. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation.

National Early Literacy Panel. (2008). Developing Early Literacy: A Scientific Synthesis of Early Literacy Development and Implications for Intervention.Washington, DC: Author. Retrieved on July 17, 2012, from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf

National-Louis University. McCormick Center for Early Childhood Leadership. (2014). Indicators of quality and child outcomes in family child care. Wheeling, IL: National-Louis University, McCormick Center for Early Childhood Leadership.

Paulsell, D., Porter, T., Kirby, G., Boller, K., Sama Martin, E., Burwick, A., Ross, C., & et al. (2010). Supporting quality in home-based child care: Initiative design and evaluation options. Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

Peterson, S.M. (2013). Readiness to change: Effective implementation processes for meeting people where they are. In T. Halle, I. Martinez-Beck, and A. Metz (Eds.) Applying Implementation Science to Early Care and Education Programs and Systems (43-64). Baltimore, MD: Brookes.

Phillips, B. & Morse, E. (2011). Family child care learning environments: Caregiver knowledge and practices related to early literacy and mathematics. Early Childhood Education Journal,39(3), 213-222.

Porter, T., Paulsell, D., Nichols, T., Begnoche, C., & Del Grosso, P. (2010). Supporting quality in home-based child care: A compendium of 23 initiatives. Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

Porter, T. & Reiman, K. (2015). Examining quality in a family child care network: An evaluation of All Our Kin. Larchmont, NY: Early Care and Education Consulting.

Quintero, E. (2010) Something to say: Children learn through story. Early Education and Development, v2(n3), 372-391.

Shonkoff, J.P., & Phillips, D.A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development.Washington, DC: National Academy Press.

Swanson, J., Raab, M., & Dunst, C. (2011). Strengthening family capacity to provide young children everyday natural learning opportunities. Journal of Early Childhood Research,9(1), 66-80.

Tonyan, H. A., Paulsell, D., & Shivers, E. (2017). Understanding and incorporating home-based child care into early education and development systems. Early Education and Development, 28(6), 633-639.

 

Position Statements

National Association of Family Child Care (NAFCC) ™:

  • NAFCC’s Vision for Family Child Care (2007)

National Association for the Education of Young Children (NAEYC)®:

  • Developmentally Appropriate Practice in Early Childhood Programs (2009 version)
  • Early Childhood Mathematics: Promoting Good Beginnings (2002)
  • Early Childhood Curriculum, Assessment, and Program Evaluation (2003)
  • Learning to Read and Write (1998, with the International Reading Association)

 

All NAEYC®Position Statements can be found on their website at: http://www.naeyc.org/positionstatements

NAFCC is a registered trademark of the National Association of Family Child Care.

NAEYC is a registered trademark of the National Association for the Education of Young Children.