Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Chapter 23 - The Use of Evidence-Based Programs and Quality Child Care
from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter discusses the importance of quality child care in South Dakota and South Dakota's statewide attempt to create evidenced-based policies and programs. South Dakota has the highest percentage of women with children under the age of six in the workforce in the United States. Several researchers have related high-quality care to positive child development within several developmental areas, including social-emotional and attachment. High-quality care has been shown to be especially effective in promoting positive development in low-income and at-risk children. The South Dakota infant/toddler training model indicates the professional development levels and amount of training that needs to be done for an individual to be considered entry level and acquire a certificate or credential. South Dakota's early childhood enrichment programs (ECEs) offer services to improve the quality and retention of caregivers, teachers, and others involved in the day-to-day care of children in the childcare setting.
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- Handbook of Implementation Science for Psychology in Education , pp. 392 - 402Publisher: Cambridge University PressPrint publication year: 2012