The Coffee Break Papers - a title that pays playful homage to Bob Buuck's teasing assertion that all University faculty do is to take coffee breaks - are informal papers describing formal, researched, and important elements of early childhood development, education, and intervention.
The papers are intended to describe a state of knowledge (that is, to be rigorous, based on theory and data, and to reflect scholarly perspectives), to be accessible (with an intended audience of early childhood advocates, including researchers, practitioners, and nonprofessionals), and to be brief.
The papers should increase readers' knowledge and sophisticated understanding of a particular issue, and prepare them to make decisions to act. Ideally, these papers should be no more than six or seven pages in length, and should address a single topic in a fairly focused way.
To date, there hasn't been a formal distribution channel; for now, we'll explore posting them to a blog service maintained by the University of Minnesota. Over time, we will explore further 'marketing' and distribution.
The process for drafting and completing these papers is intended to open up the "author pool," but to (frankly) exercise some influence over the perspectives and topics addressed. I plan to approach colleagues at CEED and in the community who can help draft these papers, and will in turn review and edit them to serve as co-author.
The intent of this series is to provide a basis for several conversations underway about defining and measuring school readiness, the case for ECE/K-12 linked assessments and general outcome measurement, comprehensive and community-based interventions, and issues of theory and practice from an ecobehavioral perspective.