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Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; New in last 90 days [remove]; Classification:Child Development & School Readiness [remove];
85 results found.|
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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 |
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Early childhood education in Nebraska public school districts and educational service units: 2010-2011 state report An examination of classroom quality, children's developmental and educational outcomes, and family engagement in publicly-funded early education programs for children from birth through age 5 in Nebraska, based on classroom observations, child assessments and achievement tests, and family surveys |
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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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Early Learning Coalition of Duval report 2011-12 An examination of the school readiness skills and gains of children who attend early care and learning centers that participate in Guiding Stars of Duval, an initiative to improve the quality of early learning and care services in Jacksonville, Florida, based on pre- and posttest assessments of participants and on public school kindergarten readiness administrative data |
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Effectiveness of a physical activity intervention for Head Start Preschoolers: A randomized intervention study A study of the effect of the Food Friends: Get Movin' With Mighty Moves program on gross motor skill performance, physical activity, and weight status of young children, based on data from 201 young children in eight Head Start centers |
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The effect of maternal employment and child care on children's cognitive development An investigation into the correlation between mothers' employment decisions and children's cognitive development, based on a subsample of 529 married or cohabiting women and their children from the 1979 National Longitudinal Survey of Youth (NLSY) |
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Effects of a brief tiered language intervention for prekindergartners at risk An examination of the impact of a language intervention for at risk children with whole-group and small-group instruction on the vocabulary skills of children, a study of the moderating relationship of initial language skills on those effects, as well as a study of teacher beliefs regarding oral language instruction, based on data from 39 early care and education programs in a large urban area in Texas |
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Effects of divorce and cohabitation dissolution on preschoolers' literacy A study of the association between children's early literacy and changes in the marital and cohabitation status of their parents, with an examination of the mediating roles of changes in household income, changes in depressive symptoms, changes in maternal stimulation of child learning, and mothers' pregnancy timing, based on data from approximately 6,450 children in the Early Childhood Longitudinal Survey-Birth cohort followed at 24 and 48 months |
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The effects of early years' childcare on child emotional and behavioural difficulties in lone and co-parent family situations With targeted childcare initiatives and welfare-to-work programmes policy-makers have sought to address employment activation of lone mothers and negative outcomes for children in lone parent households. The present study examines non-parental childcare use and maternal employment among children living in lone and co-parent family situations at ages three and four and emotional and behavioural difficulties at ages four and five. The results demonstrate that negative outcomes associated with lone motherhood are explained largely by mother's age, education, material circumstances and area deprivation; and that maternal employment does not relieve lone mothers' disadvantages in a way that alleviates the risks of difficulties to their children. However, in any family constellation, mainly group-based formal pre-school childcare does have a positive impact on child difficulties compared to drawing on informal childcare arrangements as main provider. In addition, and specifically for the difficulties of children in lone mother family situations, any non-parental childcare -- formal or informal -- for at least twenty-five hours per week is beneficial. Study findings support policy agendas which tackle families' material hardship beyond promoting mothers' employment, and through investment in formal childcare provision, and also through arrangements allowing lone mothers to divide their weekly load of childcare with another main provider. (author abstract) |
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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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Efficacy of language intervention in the early years A study of the effect of a 30-week oral language intervention, delivered in the last 10 weeks of early care and education and continuing for 20 weeks through the transition to school, on children's initial language, narrative, phonological awareness, and literacy skills immediately after intervention completion and six months later, as well as an examination of the effect of the intervention on six-month reading comprehension as mediated by oral language abilities immediately after intervention completion, based on data from 180 children identified as having poorly developed language skills from 15 early care and education centers in England |
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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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Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties A study of the effects of interventions designed to promote the development of emergent literacy skills with a sample of preschool children at high risk for later problems in reading, with an analysis of the additional effects of combining dialogic reading with a phonological awareness intervention, based on data from 324 preschoolers from low income backgrounds, recruited from 13 Head Start centers and Title I preschools in a local school district in northern Florida |
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Evaluation of the Early Years programme of the Childhood Development Initiative An impact and process evaluation of Early Years, a high-quality, two-year early childhood care and education program in Tallaght West, Ireland, that examines program effects on children's cognitive, language, and social development, on parental stress and the home learning environment, and on program quality, and that explores stakeholder perceptions of the program, based on data for children, parents, teachers, and classrooms from providers randomly assigned to deliver Early Years services, as well as on consultations with parents, teachers, and staff |
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Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten Longitudinal findings from the eighth year of an evaluation of the North Carolina More at Four Pre-kindergarten Program, a state-funded initiative to provide high-quality educational experiences to at risk 4-year-olds, that examine More at Four program characteristics, compare the quality of More at Four and kindergarten classrooms, and track participants' development from prekindergarten through kindergarten, based on monthly service reports, observations of More at Four and kindergarten classrooms, teacher surveys, and child assessments |
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An exploration of oral language development in Spanish-speaking preschool students The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students' responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students. (author abstract) |
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An exploratory look at the relationships among math skills, motivational factors and activity choice This study of a preschool classroom of 4 year old children examines underlying skills of number sense such as counting and spatial skills and Spontaneous Focusing on Numerosity. It also investigates children's patterns of engaging in spontaneous mathematical activities in free-play activity centers in relation to behaviors associated with classroom achievement such as attention/persistence, self-regulation, perceived math ability, and motivation. A mixed method design with structured empirical measures and naturalistic observations was used. Several data sources were analyzed, including videotaped interviews, systematic observational data, and teacher ratings. Findings indicate that children who spontaneously focus on numerosity are advanced in their counting skills. Teacher rating of motivation and interest is also correlated with counting skills and spatial skills. Teacher rating of persistence is correlated with counting skills and child selfreports of persistence in math correlated with spatial skills. Variability existed in free play activity time, with social or dramatic play the only activity observed for all children. The major math activities chosen were those involving block construction and some computer games. It was noted that students less skilled in math tended to choose less cognitively challenging activities involving small motor tasks rather than more cognitively challenging activities. Using a Vygotskian socio-cultural lens, several suggestions are made about how verbal interactions with teachers and other adults may contribute to children's cognitive competence in math. (author abstract) |
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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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Gearing Up for Kindergarten: Project overview & year-end report for 2009-2010 An evaluation of Gearing Up for Kindergarten, a preschool learning and parenting education program in North Dakota, that examines changes in parenting practices and children's readiness for school, based on pre- and post-program surveys from parents and teachers |
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Gearing Up for Kindergarten: Project overview & year-end report for 2010-2011 An evaluation of Gearing Up for Kindergarten, a preschool learning and parenting education program in North Dakota, that examines changes in parenting practices and children's readiness for school, based on pre- and post-program surveys from parents and teachers |
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Genetic moderation of early child-care effects on social functioning across childhood: A developmental analysis A study of the moderating role of DRD4 and 5-HTTLPR genes in the associations between child care experiences during the first 4.5 years and children's externalizing problem behavior from that age through spring of sixth grade, and children's social skills from kindergarten through spring of sixth grade, based on data from 508 Caucasian children in the NICHD Study of Early Child Care and Youth Development |
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Head Start participation and school readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort A comparison of academic skills and socioemotional well-being at kindergarten entry for populations of children who attended Head Start or other types of child care, based on data from 6,950 children, their parents, schools, and teachers from the Early Childhood Longitudinal Study-Birth Cohort, Kindergarten sample, a nationally representative sample of children born in 2001 |
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How to make a young child smarter: Evidence from the database of raising intelligence Four meta-analyses of studies of interventions designed to raise intelligence in young children, including nutritional supplements for expecting and new mothers and their children, early educational interventions, interactive reading, and preschool enrollment, based on data from the Database of Raising Intelligence, a compendium of randomized controlled trials that were designed to increase intelligence in young children |
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Immigrant parents' and teachers' views on bilingual preschool language policy An examination of views of language policy and models in bilingual preschools from immigrant parents' and bilingual teachers' perspectives, based on data from 7 parents of children and 5 of their teachers in two bilingual early care and education centers in Israel |
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The impact of a 20-month physical activity intervention in child care centers on motor performance and weight in overweight and healthy-weight preschool children A study of the impact of a 20-month physical activity intervention, designed to promote motor performance and reduce weight in overweight children, on children's motor performance and body mass, based on data from 428 young children in 11 child care centers in Munich, Germany |
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