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Improving early childhood measurement: Findings from the Early Learning Network using measures that capture how young children spend their time


In this brief, we explore some lessons learned from one approach: Fine-grained, time-based measures that capture how young children spend their time in prekindergarten (pre-K) and kindergarten classrooms. These measures quantify how much time individual or groups of children spend on different instructional and non-instructional activities, the content of instruction (e.g., literacy, math), the instructional format (e.g., whole group, small group, centers, individual), and in some cases, the frequency with which children experience certain types of dialogues with others (e.g., open-ended questions, multiple-turn exchanges). Measures being used by teams in the ELN are described in Box 1. (author abstract)

Resource Type:
Fact Sheets & Briefs
United States
Massachusetts; North Carolina; Ohio; Virginia

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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