Twenty-five years ago, quality teaching in early childhood classrooms meant providing a safe place for children to play, with stimulating materials ...
Posts by Ginny Vitiello
Ginny earned her BA in Psychology at New College of Florida and her PhD in Developmental Psychology at the University of Miami. Prior to joining the team at Teachstone, she spent a year at the Center for Advanced Study of Teaching and Learning (CASTL) at the University of Virginia as a research associate. At Teachstone, Ginny worked with partners to develop evaluation strategies and to maintain Teachstone's strong commitment to bringing research to practice. She is now bringing her policy experience back to the research arena with a move back to CASTL, but continues to advise Teachstone on research-to-practice and the latest research findings.
With the recent launch of our new website, we’ve also launched a new CLASS research summary. This summary reviews the research on teacher-child ...
I recently attended the National Association of Family Child Care (NAFCC) annual conference in Orlando. I love going to provider-focused conferences ...
I’ve been working with my colleague, Sarah Hadden, to put together a new Implementation Guide (coming later this summer), along with some resources ...
Years ago I was visiting with a really wonderful teacher at a Head Start preschool classroom in Miami. As I was leaving, she said to me, “I’m getting ...
Several years ago, the Chicago Department of Family and Support Services made a commitment to improve teacher-child interactions in preschools using ...
First 5 California just released an evaluation report for their CARES Plus program. The results show that educators who participated in ...
There is an emerging consensus that dual language learners are best served by dual language classrooms. This ensures that their home language is ...
Neuroscience research has repeatedly confirmed that exposure to toxic stress—inescapable, traumatic experiences, such as chronic abuse or ...
There’s nothing more frustrating for teachers and staff—coaches, directors, and administrators—than to work hard to improve interactions but not see ...