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Peer Reviewed JournalCurrent Filters: New in last 30 days [remove]; Classification:Child Development & School Readiness [remove];
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Appendix I: Literature review: Literature review of the participation of disadvantaged children and families in ECEC services in Europe 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) and on the relationship of ECEC participation to children's cognitive and socioemotional outcomes |
Literature Review
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Books, bytes and brains: The implications of new knowledge for children's early literacy learning The early years of childhood are critical for the successful development of adult literacy, whatever that literacy might look or feel like in the oncoming digital age. Two questions that become important are what sort of literacy (or literacies) will children need in the future to navigate new information pathways, and how can we use recent advances in neuroscience to help us understand optional pathways for developing the fundamentally social skills of literacy. This paper reviews recent research from the two traditionally separate areas of contemporary literacies and infant brain development to re-examine the underpinnings of literacy learning in the early years. (author abstract) |
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Childcare and overweight or obesity over 10 years of follow-up Objective: To investigate the predictive association between preschool childcare arrangements and overweight/obesity in childhood. Study design: Children were enrolled in a prospective birth cohort in Quebec, Canada (n = 1649). Information about childcare obtained via questionnaires to the mothers at ages 1.5, 2.5, 3.5, and 4 years was used to compute a main childcare arrangement exposure variable (center-based/family-based/care by a relative/nanny). Body mass index was derived from measured weights and heights at ages 4, 6, 7, 8, and 10 years and children were classified as overweight/obese versus normal weight. Generalized estimating equations were used to model the effect of main childcare arrangement (center-based/family-based/relative/nanny) (vs parental care) on overweight/obesity adjusting for several potential confounding factors. Results: Compared with parental care, children who attended a center-based childcare (OR: 1.65, 95% CI: 1.13-2.41) or were cared for by a relative (OR: 1.50; 95% CI: 0.95-2.38, although with greater uncertainty) had higher odds of being overweight/obese in childhood (4-10 years). Analyses of number of hours additionally suggested that each increment of 5 hours spent in either center-based or relative childcare increased the odds of overweight/obesity in the first decade of life by 9%. Associations were not explained by a wide range of confounding factors, including socioeconomic position, breastfeeding, maternal employment, and maternal body mass index. Conclusion: Overweight/obesity was more frequently observed in children who received non-parental care in center-based settings or care by a relative other than the parent. "Obesogeonic" features of these childcare arrangements should be investigated in future studies. (author abstract) |
Reports & Papers
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Early childhood education and development in poor villages of Indonesia: Strong foundations, later success: Conference edition An examination of the development of children in poor rural communities in Indonesia and its relationship to child, family, and community characteristics, and preliminary findings from an evaluation of the impact of an early childhood education and development (ECED) project to promote children's development through high-quality ECED services on children's ECED services enrollment, their development, and on parenting practices, all based on data collected in 310 villages |
Reports & Papers
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The early childhood mathematics education revolution Research Findings: We are in the midst of a revolution. Prior to the onset of the 21st century, mathematics education in the United States was deemphasized (Geary, 1996), and mathematics as an instructional subject has traditionally been considered above the preschool and kindergarten levels. However, the old regime--the knowledge and philosophies that governed mathematics and early childhood education theory in the last century--has been overthrown. Today, developmental psychologists have begun to map out the specific pathways of mathematical knowledge development from birth to age 8. We now know that prior to elementary school, young children engage in surprisingly complex intuitive mathematical thinking in the areas of number, geometry, measurement, algebraic thinking, and data analysis (for reviews, see T. C. Cross, T. A. Woods, & H. Schweingruber, 2009; J. Sarama & D. H. Clements, 2009). With increased recognition of the importance of early mathematics for later academic success, early childhood mathematics education is now a national priority. Practice or Policy: This article discusses the history, research, and political impetus for the shift in paradigm; the current status of the early childhood mathematics education movement; and the implications for young children and teachers in the United States. (author abstract) |
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The Early Education Pilot for Two Year Old Children: Age five follow-up: Research report A comparison of the child developmental outcomes at age 5 of children who participated in a pilot program in England offering 2-year-old children 7.5 hours of early education for 38 weeks with the outcomes of a matched group of children who did not participate, based on data from a national education database for 959 pilot and 1,080 comparison children |
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The effects of pre-school attendance on the cognitive development of urban children aged 5 and 8 years: Evidence from Ethiopia This paper, using data from the Young Lives longitudinal survey in Ethiopia, examines the effects of pre-school attendance on the cognitive development of urban children at the ages of 5 and 8 (measured by the Peabody Picture Vocabulary Test (PPVT) and the Cognitive Development Assessment - Quantitative test (CDA-Q)). We used propensity score matching techniques in order to estimate the impact of pre-school. We also substantiated the analysis using various empirical approaches including ordinary least squares and instrumental variable estimation methods. Our results show that pre-school attendance has a statistically significant positive impact on the cognitive development of children at the ages of both 5 and 8 years, with the bigger impact at the latter age. Moreover, pre-school attendance has also a positive and statistically significant effect on primary school enrolment and progression through grades. Despite the fact that early childhood education has immense importance for children's cognitive development, public investment in pre-school education is currently limited in Ethiopia, with the private sector taking the key role, which may exacerbate the inequality that exists between rich and poor (and between urban and rural areas). Therefore, given the relatively low rate of pre-school attendance and the low quality of basic education, the Government needs to reconsider its education priorities so as to invest more in early childhood education. (author abstract) |
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Enhancing children's learning in family childcare homes: 2011-12 annual report A study of the school readiness and early literacy achievement gains of children attending family child care homes that participated in the pilot implementation of a set of supplemental literacy-focused instructional units, based on pre- and post-program assessments for 48 children in 16 family child care homes |
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Fall 2012 WaKIDS baseline data release Findings from an assessment of the school readiness skills of Washington children in state-funded, full-day kindergarten during the fall of 2012, based on data for 21,811 children |
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The Indonesia early childhood education and development (ECED) project: Findings and policy recommendations A summary of an evaluation of the impact of an early childhood education and development (ECED) project to promote children's development through high-quality ECED services on children's ECED services enrollment, their development, and on parenting practices, all based on data collected in 310 villages |
Fact Sheets & Briefs
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Mathematics in early childhood education: Revolution or evolution? A summary of the history of debate, since 1960, over the appropriateness of formal mathematical curriculum use in the early years, and a discussion of the possibility of future reform in the area of early educator teacher training in the instruction of mathematics |
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The myth of American selfhood and emotion: Raising a sociocentric child among middle-class Americans In this article, I examine the concepts of the self and emotion reflected in American middle-class socialization practices. Detailed ethnographic description of everyday socialization practices in an American middle-class preschool shows that contrary to the characterization that American notions of self and emotion are predominantly individualistic and egocentric, middle-class socialization practices are highly oriented toward developing sociocentric values such as niceness, cooperation, social appropriateness, empathy, friendship, politeness, and manners. I argue that the dichotomous model of self and emotion that consists of only two types--an egocentric Western self and a sociocentric non-Western self--fails to adequately describe variations and complexity in American experiences of self and emotion. The article contributes to a growing body of research that critically discusses the bipolarized model and argues for inherent dynamism and heterogeneity in our conceptions of the self and emotions. (author abstract) |
Reports & Papers
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Report to the legislature: Recommendations of the Washington Kindergarten Inventory of Developing Skills (WaKIDS) workgroup A discussion of issues related to the implementation of a statewide kindergarten readiness assessment in Washington |
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Report to the legislature: Recommendations of the Washington Kindergarten Inventory of Developing Skills (WaKIDS) workgroup [Executive summary] A summary of a discussion of issues related to the implementation of a statewide kindergarten readiness assessment in Washington |
Executive Summary
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Vermont's statewide report on kindergarten readiness 2010-2011 A study of the kindergarten readiness of Vermont children in the domains of socioemotional development, approaches to learning, communication, cognitive development and general knowledge, and physical health and development, based on data for 2,346 children from a statewide survey of kindergarten teachers |
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Vicissitudes of children's mathematical knowledge: Implications of developmental research for early childhood mathematics education A discussion of select research on the limitations and growth of children's mathematical comprehension capabilities throughout the early years |
Other
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WaKIDS pilot: Second report An evaluation of the implementation of the pilot of Washington Kindergarten Inventory of Developing Skills (WaKIDS), a state kindergarten readiness assessment, that examines kindergarten teachers', families', and early learning providers' experiences of WaKIDS, based on teacher, parent, and provider questionnaires, child assessments, teacher and provider focus groups, and parent interviews |
Reports & Papers
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WaKIDS pilot: Second report [Executive summary] A summary of an evaluation of the implementation of the pilot of Washington Kindergarten Inventory of Developing Skills (WaKIDS), a state kindergarten readiness assessment, that examines kindergarten teachers', families', and early learning providers' experiences of WaKIDS, based on teacher, parent, and provider questionnaires, child assessments, teacher and provider focus groups, and parent interviews |
Executive Summary
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