Assessing risk: Descriptive data related to risk factors experienced by young children and their families in Illinois
An examination of the geographic distribution in Illinois of child and family risk indicators and of early childhood program availability, based on analyses of secondary and administrative data
Reports & Papers
Contemplating "thresholds" for school readiness
Findings from a study of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school that examine the concept of a school readiness threshold, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Fact Sheets & Briefs
Early Entrance to Kindergarten, student academic performance, and behaviors related to learning skills
An examination of the characteristics of the children in Montgomery County, Maryland, who enter kindergarten through Early Entrance to Kindergarten (EEK), which allows young children to enter kindergarten if they are within six weeks of the entrance age cut-off and demonstrate readiness for kindergarten, and a comparison of the kindergarten and second grade academic performance of EEK children, their slightly older kindergarten cohort peers, and their same-age peers who entered kindergarten a year later, based on child assessment data and report cards
Reports & Papers
Early Entrance to Kindergarten, student academic performance, and behaviors related to learning skills [Executive summary]
A summary of an examination of the characteristics of the children in Montgomery County, Maryland, who enter kindergarten through Early Entrance to Kindergarten (EEK), which allows young children to enter kindergarten if they are within six weeks of the entrance age cut-off and demonstrate readiness for kindergarten, and of a comparison of the kindergarten and second grade academic performance of EEK children, their slightly older kindergarten cohort peers, and their same-age peers who entered kindergarten a year later, based on child assessment data and report cards
Executive Summary
Examining the predictive power of children's school readiness skills
Findings from a study of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school that examine the strength of that relationship, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Fact Sheets & Briefs
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness
An examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Reports & Papers
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness [Executive summary]
A summary of an examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Executive Summary
In the running for successful outcomes: Project overview
A summary of an examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Fact Sheets & Briefs
Is quality more important if you're quirky?: A review of the literature on differential susceptibility to childcare environments
Evidence concerning the impact of child care on child development suggests that higher-quality environments, particularly those that are more responsive, predict more favourable social and behavioural outcomes. However, the extent of this effect is not as great as might be expected. Impacts on child outcomes are, at best, modest. One recent explanation emerging from a new theoretical perspective of development, differential susceptibility theory, is that a minority of children are more reactive to both positive and negative environments, while the majority are relatively unaffected. These "quirky" children have temperamental traits that are more extreme, and are often described in research studies as having "difficult temperaments". This paper reviews the literature on such children and argues for the need for further research to identify components of childcare environments that optimise the potential of these more sensitive, quirky individuals. (author abstract)
Other
PBS KIDS Mathematics Transmedia Suites in preschool homes: A report to the CPB-PBS Ready to Learn Initiative
An evaluation of three mathematics transmedia gaming suites, which are videos and computer games linked to established children's educational shows and characters, that examines preschool children's gains in mathematics skills and knowledge and parents' awareness and support of mathematics learning, based on pre- and post-intervention assessments and questionnaires from 46 intervention and 45 comparison children and their parents
Reports & Papers
PBS KIDS Mathematics Transmedia Suites in preschool homes: A report to the CPB-PBS Ready to Learn Initiative [Executive summary]
A summary of an evaluation of three mathematics transmedia gaming suites, which are videos and computer games linked to established children's educational shows and characters, that examines preschool children's gains in mathematics skills and knowledge and parents' awareness and support of mathematics learning, based on pre- and post-intervention assessments and questionnaires from 46 intervention and 45 comparison children and their parents
Executive Summary
Ready or not?: Assessing kindergarten readiness in Central Texas
A study of the school readiness of Central Texas kindergarteners in four competency domains and of the relationship of school readiness to children's sociodemographic characteristics and early childhood program experiences, based on teacher assessments for a representative sample of 853 children
Reports & Papers
Ready or not?: Assessing kindergarten readiness in Central Texas [Executive summary]
A summary of a study of the school readiness of Central Texas kindergarteners in four competency domains and of the relationship of school readiness to children's sociodemographic characteristics and early childhood program experiences, based on teacher assessments for a representative sample of 853 children
Executive Summary
Young children's musical explorations: The potential of using Learning Stories for recording, planning and assessing musical experiences in a preschool setting
This article focuses on the early childhood years and describes research that has examined children's music experiences in formal care and education settings in Melbourne, Australia. This research uses a contextual view of children and their learning and is based on an assumption that learning is social, involves engagement with others and is appropriated by children as protagonists in their own learning and development. The children's experiences have been recorded using Learning Stories. These have become an increasingly popular method of recording and analyzing children's activities for both practitioners and researchers. Learning Stories are a sociocultural analytic tool that emphasize children's dispositions for engaging in relationships with the social and physical context. The concept is derived from Bruner's notion of story to record and interpret children's emerging narratives about their learning. The authors have investigated the use of Learning Stories as a way of sharing children's explorations of music with early childhood educators in a setting where there was little evidence of musical activity and staff felt they lacked expertise and confidence in this area of practice. (author abstract)
Reports & Papers
