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Minnesota
Early Literacy Project
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Community-Based Research to Develop
New Approaches to Intervention
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The power to persuade
depends on a willingness to be persuaded.
~ Peter Beinart ~
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Project Description
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The purpose of this project is to
investigate the emerging statewide system of professional
development and program involvement in the field of early
childhood by:
- working with current
partners of CEED as well as making new partnerships
with local, regional, and statewide organizations with the
goal of examining how to promote professional development
activities and program improvements within child care
and related early care and education systems,
- expanding the evaluation
and related research and development efforts with
community partners and other faculty at the University of
Minnesota and other institutions identifying both applied
and basic research questions to advance our understanding
of the ways children develop and what programmatic variables
support that development, and
- providing leadership in
developing and evaluating needed innovations.
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Associated Publications
The Social Validity of Early
Literacy Professional Development in Child Care Settings,
by Barb Nicol, APR, Barbara Nicol Public
Relations
Article summarizing Evaluation
Report, Improving Children's Early Literacy in Child Care
Settings in Ways that Work for Providers,
download article, pdf file
Supporting child care providers
(home and center) in their efforts to boost children's early literacy
is more likely to be successful when the support comes in a form that
"works" for the provider and fits with what that provider needs and
wants. Based on conversations with a wide range of child care providers
and others in the child care system, the following themes offer
guidance for any such support:
- Home settings are unique.
- Practical realities
matter.
- Behavior trumps literacy.
- Provide a roadmap.
- Culture is critical.
- Connections count.
- Make it real and make it
fun.
- Value and variability.
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Poster Presentation,
2006 CRIEI Conference, San Diego, CA
An Evaluation of Factors that Promote
and Impede Implementation of Best Practices in Early Literacy in
Various Early Childhood Settings
Download presentation handout, pdf file, 20 pages
Authors: Lesley Craig-Unkefer, Scott McConnell,
Tracy Morgan, and Adrienne Schwabe
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Poster Presentation,
2006 Division of Early Childhood (DEC) Conference, Little Rock, AR,
October 19-22, 2006
Promoting Literacy Skills of Children
in Family, Friend, and Neighbor Settings
Download poster (PowerPoint file, 1 page)
Authors: Lesley Craig-Unkefer, Scott McConnell,
Tracy Morgan, and Adrienne Schwabe
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Project Staff
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Scott
McConnell, Ph.D.
Center for Early Education and Development
University of Minnesota
Education Sciences Building, Suite 40
56 East River Road
Minneapolis, MN 55455
Phone: 612-624-6365
Email: smcconne@umn.edu
Lesley Craig-Unkefer, Ed.D.
Department of Educational Psychology
University of Minnesota
Phone: 612-624-5547
Email: craig039@umn.edu
Brooke
Rafdal
Project Coordinator
Education
Sciences Building, Suite 40
56 East River Road
Minneapolis, MN 55455
Phone: 612-612-624-0397
rafda001@umn.edu
Tracy Morgan
Graduate Research Assistant
CEED
Education Sciences Building, Suite 40
56 East River Road
Minneapolis, MN 55455
Phone: 612-625-8652
tracymorgan@peoplepc.com
Adrienne Schwabe
Graduate
Research Assistant
Education
Sciences Building, Suite 40
56 East River Road
Minneapolis, MN 55455
Phone: 612-625-8652
schw0708@umn.edu
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Related Project
Early Childhood
Educator
Professional Development Program (Minnesota Early Literacy
Training Project, MELT2)
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Funding
This project
is funded by the
Archibald Bush Foundation.
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