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Peer Reviewed JournalCurrent Filters: New in last 90 days [remove]; Classification:Child Characteristics [remove];
17 results found.|
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Access to preschool education in the year before full-time school An examination of variations in child care arrangements in Australia by child sociodemographic characteristics, based on data for 5,872 4- and 5-year-old children from two cohorts of the nationally representative Longitudinal Study of Australian Children |
Reports & Papers
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Are minority children disproportionately represented in early intervention and early childhood special education? An examination of the extent to which racial-ethnic minority children are proportionately represented in early intervention and/or early childhood special education, based on data from approximately 7,950 48-month-old children participating in the Early Childhood Longitudinal Study-Birth Cohort, a nationally representative data set of children born in the United States in 2001 |
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Cultural relay in early childhood education: Methods of teaching school behavior to low-income children There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and the difference between the home culture of low-income children to school codes. However, middle class children learn behavior at home implicitly. This study examines the possibility of low-income children learning school behavior implicitly while at school. The researcher observed two Chicago Head Start centers-one using implicit instruction and one teaching behavior explicitly-over a period of 5 months. Observational data showed that the children that learned school behavior through implicit teaching techniques better internalized school behavior and, by extension, middle class codes. (author abstract) |
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Do time in child care and peer group exposure predict poor socioemotional adjustment in Norway? A study of the relationship between socioemotional functioning and exposure to non-parental child care and large peer groups during the first 4.5 years of life, based on data from 935 young children with an average age of 55 months from Trondheim, Norway |
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Early academic skills and childhood experiences across the urban-rural continuum An examination of differences in children's academic skills at kindergarten entry across large urban, small urban, suburban, and rural areas, based on data from approximately 6,050 children and their families from the Early Childhood Longitudinal Study, Birth Cohort |
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Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies A synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Other
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Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies [Executive summary] A summary of a synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Executive Summary
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ECEC for children from disadvantaged backgrounds: Findings from a European literature review and two case studies: Policy brief Policy recommendations from a synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Fact Sheets & Briefs
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Is being in school better?: The impact of school on children's BMI when starting age is endogenous A study of the relationship between amount of school exposure and both body weight and obesity in children, based on data from early elementary school completers from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998 (ECLS-K) |
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Is early center-based child care associated with tantrums and unmanageable behavior over time up to school entry? Background: Existing research suggests that there is a relationship between greater exposure to center-based child care and child behavioral problems though the mechanism for the impact is unclear. However the measure used to document child care has usually been average hours, which may be particularly unreliable in the early months when fewer children are in center care. In addition individual trajectories for behavior difficulties have not been studied. Objective: The purpose of the current study was to examine whether the extent of exposure to center-based child care before 2 years predicted the trajectory of children's difficult behavior (i.e., tantrums and unmanageable behavior) from 30 to 51 months controlling for child and maternal characteristics. Method: Data were drawn from UK-based families, children and child care study (n = 1201). Individual growth models were fitted to test the relation between early center-based child care experiences and subsequent difficult behavior. Results: Children with more exposure to center-based care before two had less difficult behavior at 30 months, but more increase over time. Initial levels were predicted by higher difficult temperament and lower verbal ability. Higher difficult temperament and lower family socio-economic status predicted its change over time. Conclusion: Findings suggest that early exposure to center-based care before 2 years old is a risk factor for subsequent behavior problems especially when children have a longer period of exposure. A possible explanatory process is that child coping strategies to manage frustration are less well developed in a group context, especially when they lag behind in expressive language. (author abstract) |
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Our time: How young people spend their time after school and how they want to spend it A study of the after school activities and preferences of children in New South Wales, Australia, based on survey responses from 1,175 9- through 15-year-old children and on group and individual interviews |
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Participation and gender in circle-time situations in preschool An investigation of interactions between teachers and children in circle-time situations in Swedish and Norwegian early care and education centers in order to examine conditions under which children participate, the way participatory values are communicated to both girls and boys, and gender-related patterns between teacher-child interactions, based on data from 121 children from Norway and Sweden |
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Preparing young Hispanic dual language learners for a knowledge economy A discussion of early education issues as they relate to Hispanic children, including home learning experiences, dual language learning, language of instruction and classroom practices, teacher professional development, and parental engagement |
Fact Sheets & Briefs
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Preschool attendance and school-age profiles: A revision A study of the relationship between preprimary education and both subsequent school attendance and accumulated years of education, based on data from 19,732 participants in Uruguay's 2006 Extended National Household Survey (Encuesta Nacional de Hogares Ampliada-ENHA) |
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Queering early childhood studies: Challenging the discourse of developmentally appropriate practice A discussion of approaches to early childhood training and practice in Ontario and their relationship to normative forms of gender identity and sexual orientation, and an argument for a more inclusive conceptualization of gender identity and sexual orientation as it relates to the concept of developmentally appropriate practice (DAP) and both early childhood training and practice |
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A question of quality: Do children from disadvantaged backgrounds receive lower quality early years education and care in England? This paper examines how the quality of formal early childhood education and care is associated with children's background. By using different indicators of quality, the research also explored how the relationship varies depending on the way quality is measured. The analysis combines information from three administrative datasets -- the Early Years Census, the Schools Census and the Office for Standards in Education, Children's Services and Skills (Ofsted) dataset on inspections (2010-11). The results suggest that children from disadvantaged background have access to better qualified staff. However, services catering for more disadvantaged children are more segregated and receive poorer quality ratings from Ofsted, the national inspectorate. (author abstract) |
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What works: Using curriculum and pedagogy to increase girls' interest and participation in science An identification of select instructional strategies, curricula, and organizational structures in the research literature that have been successful in encouraging girls' participation and achievement in science |
Other
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