A Bridge between Early Childhood Research and Practice

Author(s): Kyle Snow

Source: YC Young Children, Vol. 66, No. 4 (July 2011), pp. 63-65
Published by: National Association for the Education of Young Children (NAEYC)
Stable URL: http://www.jstor.org/stable/42731283
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"S2Scenter for Applied Research

ienimcdiiy proven

A Bridge betw
Early Childhood R
Kyle Snow

Teachers, center directors, princi- childhood field follow research as it is

cial for young children's learning (Hirsh-
pals, and policy makers constantly Pasek et al. 2009), while other findings published?
make decisions about early childhood suggest that more time in direct instruc- In 2007, NAEYC's Office for Applied
education. Early educators are increas- tion leads to greater learning (Chien et Research
al. and the Society for Research
ingly expected to draw connections 2010). About the third teacher dilemma, in Child Development (SRCD) hosted
between what they do in the classroom there is emerging research on self-regula-the Wingspread Conference, Using
and what research shows. Researchers tion and literacy learning, but it does Research to Improve Outcomes for
are encouraged to investigate matters not offer conclusive guidance: researchYoung Children: A Call for Action. The
critical to educators' day-to-day work suggests that children's improved self- proceedings concluded that "to improve
with children and families. The relation- regulation leads to improved literacy and outcomes for all children, action must
ship between research and everyday life other cognitive skills (McClelland et al. be taken to ensure research-based
in early childhood programs, however,2007). A host of questions do not have aknowledge is put into usable formats for
can raise issues. research base - either because a practiceclassroom teachers" (NAEYC & SRCD
Consider the following questions:is guided by values or beliefs or because 2008, 591). Furthermore, "considerable
the practice has not yet been studied. infrastructure and knowledge delivery
How do I help a child who is a dual lan-
guage learner (DLL) learn English?The integrative relationship betweenchanges [are] required to better connect
research and practice is essential for research and practice" (594). In recog-
How much time should be devoted
ensuring the field continues to foster the
nition of the importance of research
to children's unstructured play?
health and well-being of young children to its mission, and to ensure that
This child's difficult behavior keeps and their families. Educators must learn research is accessible to its members,
him from participating in literacy how best to apply practices that emerge
NAEYC launched the Center for Applied
activities. What do I focus on, behav-from studies, and researchers must Research in fall 2010.
ior or literacy? investigate further those issues that
Each question taps into a large, oftenarise from teachers' experiences, creat-
complex, body of research. Sometimes ing a 360 degree informational loop. What does the center do?
research is clear, but more often it is
inconclusive and even contradictory. One of the primary goals of the NAEYC
Regarding the first question, the Center for Applied Research is to encour-
Why a center for
research is clear: children who are DLLs age and support communication about
show best gains in English when the
applied research? research in early childhood development
teacher uses their home language in con-
NAEYC brings research into the class-
junction with English (Castro et al. 2011).
room through its position statements,
In the second case, the research base is
books, journals, online teacher research Sometimes research is
deep but contradictory: some researcharticles, NAEYC Accreditation criteria,
supports arguments that play is benefi-
professional development training clear, but more often
and opportunities, and more. But how it is inconclusive and
Kyle Snow, PhD, is senior scholar and aware are practitioners and others of
the research that supports NAEYC's
director of the NAEYC Center for Applied even contradictory.
Research, ksnow@naeyc.org work, and to what degree does the early

Young Children July 201 1 63

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and education. To aid teachers, policy members, to organize research in ways
makers, early childhood education most useful to them.
students, and other nonresearchers in The center provides
the field in becoming critical consumers
The center as translator a single point of con-
of information, the center helps them
access and interpret research to inform Many early childhood professionals tact for accessing and
their day-to-day work. And to develop a (teachers and researchers alike) use
two-way dialogue between practitioners NAEYC resources to translate research
digesting the abun-
and researchers, the Center for Applied into practice: dance of research that
Research strives to put practitioners in
NAEYC books draw from early child-
touch with researchers to alert them to informs early childhood
hood theory and research and from
gaps in research knowledge. Further, the
center seeks to advocate or facilitate
practitioners' experiences. The third practice and policy.
edition of Coppie and Bredekamp's
studies to address the gaps.
Developmentally Appropriate Practice
in Early Childhood Programs Serving
The center as curator Children from Birth through Age 8 articu-
The center as research advocate
lates the principles that should guide
Valuable early childhood research and
early childhood educators' decision To enhance communication about
resources are spread across a number
making based on what the research says research, NAEYC's Center for Applied
of access points, including dozens of
about development, learning, and effec-
Research
research journals ( Early Childhood
tive practices and on knowledge of inten-
Research Quarterly , Early Education and facilitates the dialogue between practi-
tional teaching. Another NAEYC book,
Development , Early Childhood Research tioners and researchers, opening lines of
Informing Our Practice: Useful Research
& Practice , to name a few) and online re- communication so practitioners can call
of Young Children 's Development (Essa
sources (the National Institute for Early attention to research gaps, and
& Burnham 2009), is an anthology of
Education Research [www.nieer.org], develops resources and papers to alert
Research in Review features from Young
Child Care & Early Education Research researchers to practitioners' questions
Children , and it provides research-based
Connections [www.childcareresearch. or concerns that have limited or incon-
evidence related to important develop-
org], and many others). The center clusive research.
mental domains in early childhood.
provides a single point of contact for
accessing and digesting the abundance NAEYC's peer-reviewed journal YoungThe center promotes NAEYC as a
of research that informs early child- Children describes teacher, administra-research agent by
hood practice and policy. NAEYC's tor, and teacher educator practices sup-
analyzing NAEYC data to inform the
center curates these resources - that ported by research and experience, and
work of the early childhood field as well
is, collects, reviews, and connects thempublishes the periodic feature Research
as NAEYC's own work, and
to practice and other research - to in Review. compiling information about programs for
help nonresearchers decode studies NAEYC's Teaching Young Children young children seeking NAEYC Accred-
and extract lessons for use in class-
(TYC) magazine offers News from the itation, thereby providing insights into
room practice and in policy making. Field, a feature interpreting research of both the NAEYC Accreditation process
The center maintains a current list of
interest to preschool teachers. and the characteristics of high-quality
resources for translating research into Voices of Practitioners: Teacher Research programs (see www.naeyc.org/academy/
practice, including those on its website primary/trendbriefs).
in Early Childhood (www.naeyc.org/
and those found in Young Children, such
publications/vop), NAEYC's online publi-The Center for Applied Research
as "Resources for Applying Research
cation, focuses on teacher research. promotes NAEYC members and accred-
to Practice" (www.naeyc.org/files/yc/
Subscribers to NAEYC's academic ited programs as valuable resources for
file/20081 1/ClusterResourcesl 108.pdf).
researchers gathering data. The center
The center is developing annotated research journal Early Childhood
Research Quarterly (www.sciencedirect. is developing processes and gather-
bibliographies on topics related to
com/science/journal/08852006) can ing
readresources to help researchers and
practice and policy, such as economic
Research Highlights, a new feature programs partner in conducting and
that
studies of the importance of high-quality
participating in studies to inform the
early childhood education programs focuses on key points from papers about field. The center's efforts include the
and the benefits of full-day versus half-to be published.
development of
day kindergarten programs. The topics The center recommends articles from
reflect trends in research and often other publications, of course, such as guidelines to identify research stud-
stem from NAEYC members' requests "Research 101: Tools for Reading and ies that include appropriate safeguards
for guidance in searching for evidence Interpreting Early Childhood Research" before engaging NAEYC members or
to share in response to questions from (Baum & McMurray-Schwarz 2007). recognized programs, and
families and others. Development of a Published in Early Childhood Education resources to inform practitioners
Frequently Asked Questions (FAQ) webJournal, it is an excellent guide to inter-
of their rights and responsibilities as
page is also informed by questions from
preting research. research participants (see File 2008).

64 Young Children My 2011

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What else will the address the needs of NAEYC Affiliates
References
center offer? and members, so there will be opportu-
nities for members and NAEYC leaders Baum, A.C., & P.
"Research 101: To
Additional activities cut across the to provide feedback on its nature and
preting Early Ch
content of resources.
center's roles as curator, translator, Childhood Educat
and advocate. It offers a multisession A dedicated e-mail address (research@Castro, D.C., M. P
naeyc.org) allows early childhood pro- 2011. "Promoting
research symposium each year at
fessionals and other stakeholders to Young Dual Lang
NAEYC's National Institute for Early Practice and Poli
Childhood Professional Development submit questions or comments. The Perspectives (5) : 1
and several sessions at NAEYC's Annual center will compile and sort submis- Chien, N., C. How
Conference. The center regularly sions, organize them in an archive, and Ritchie, D. Bryant
Barbarin. 2010. "
responds to questions from NAEYC regularly post questions and responses ment and School Readiness Gains in Prekinder-
members, Affiliates, and the media aboutof current interest. A period after the
garten." Child Development 81: 1534-549.
early childhood research. Finally, the website's launch will give NAEYC mem- Essa, E.L., & M.M. Burnham, eds. 2009. Informing
center ensures that NAEYC programsbers a critical opportunity for input toOur Practice : Useful Research on Young Chil-
and activities reflect current research shape the center. The center will post dren's Development. Washington, DC: NAEYC.
File, N. 2008. "When Researchers Come to Your
and knowledge by conducting literatureupdates on its web page and through Classroom: Knowing What to Ask, Making
reviews supporting NAEYC Accreditation other channels. Stay tuned! Decisions That Work." Young Children 63 (5):
criteria, work related to early education The NAEYC Center for Applied 80-87. www.naeyc.org/yc/pastissues/2008/
policy, and NAEYC position statements.Research connects teachers, administra-September.
Hirsh-Pasek, K., R. Golinkoff, L.E. Berk, & D.G.
tors, and policy makers with research-
Singer. 2009. A Mandate for Playful Learning
ers, research, and research-based
in the Preschool: Presenting the Evidence.
resources. Moreover, the center puts New York: Oxford University Press.
Future plans researchers in touch with the needs of McClelland, M.M., C.E. Cameron, C.M. Connor,
the early childhood field. Bridging the C.L. Farris, A.M. Jewkes, & F.J. Morrison. 2007.
The NAEYC Center for Applied
gap between research and practice is "Links between Behavioral Regulation and
Research is a work in progress. In andthe
Preschoolers' Literacy, Vocabulary, Math
the best way to ensure high-quality edu-Skills." Developmental Psychology 43: 947-59.
coming months, the center's website
cation experiences for all young children
NAEYC & SRCD (Society for Research in Child
(www.naeyc.org/resources/research/
and their families. Development). 2008. Using Research to
overview) will undergo a Improve dramaticOutcomes for Young Children: A Call
update and expansion to
Copyright 2011 by the National Association become
for thefor Action. Final report of the Wingspread
the primary Education
conduit for
of Young Children. See the
Permissions and Conference, September
center's 18-20, 2007. Early
Childhood Research Quarterly 23: 591-96.
resources. The center
Reprints online is designed
at www.naeyc.org/yc/permissions. to

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