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Mississippi Building Blocks: Year 1 evaluation report
Thornburg, Kathy R.; Hawks, Jacqueline S.; Mayfield, Wayne A.;

An evaluation of the impact of Mississippi Building Blocks, an initiative to improve children's school readiness by increasing early childhood program environmental quality and teacher instructional proficiency, on classroom quality, child development, and participant perspectives

Reports & Papers

30 December, 2010

Changing cognitions in parents of two-year-olds attending Scottish Sure Start centres
Woolfson, Lisa; Durkin, Kevin; King, Julia;

A study of a preschool intervention's effect on disadvantaged parents' expectations of their children, perception of their role as parents, and parental redefinition, based on the perceptions of 88 intervention parent participants, a comparison group of 55 parents, and 30 interviews with parents from 20 centers

Reports & Papers

March 2010

Bayley Scales of Infant Development
Bayley, Nancy;

Instruments

1969

Bayley Scales of Infant Development (2nd ed.)
Bayley, Nancy;

A revised standardized scale for the measurement of current mental and physical development as well as emotional and social development in infants and children ages 1 month to 42 months

Instruments

1993

Children's biological givens, stress responses, language and cognitive abilities and family background after entering kindergarten in toddlerhood
Suhonen, Eira; Sajaniemi, Nina K.; Alijoki, Alisa; Nislin, Mari A.;

We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress regulation in early years. Participants were 129 children (age 7 to 23 months) from 29 kindergartens. Stress response regulation was assessed by measuring salivary cortisol and alpha-amylase activity. Cognitive and language abilities were assessed using Bayley-III and children temperament with ECBQ-questionnaire. Family characteristics were assessed with surveys. Results suggest that children are alerted during kindergarten day, but their stress response regulation is balanced. Girls and boys differed in cognitive and language abilities. We propose that childrens individual needs should be better acknowledged in kindergartens. (author abstract)

Reports & Papers

March, 2018

Promoting language and executive function in educational settings: The Drezancic Method
Cozzani, Francesca; Zanobini, Mirella; Usai, Maria Carmen

This study aims to evaluate the efficacy of linguistic training based on the use of the Drezancic method in educational settings. It is hypothesized that characteristics of this method, based on the typical stages of linguistic and cognitive development, could influence both language competence and executive function (EF). A pretest-posttest treatment design with a control group was used to evaluate the efficacy of the method (preintervention baseline and posttraining after 6 months). A total of 41 children (ranging in age from 26 to 31 months) with a vocabulary size score lower than the 50th percentile were recruited to participate in the study and were assigned to 2 groups: an experimental group that received training or a control group that participated in normal day care center activities. The results revealed that the training had an effect: The experimental group produced a greater variety of words and more complete sentences; moreover, the linguistic training appeared to positively affect EF processes. Practice or Policy: The results highlight the efficacy of a training, applicable to educational contexts, for typically developing populations. Furthermore, the confirmation of a rich interaction between language and EF even at an early age has important implications for clinical work. (author abstract)

Reports & Papers

August, 2016

Toddlers in Early Head Start: A portrait of 2-year-olds, their families, and the programs serving them: Volume I: Age 2 report
Vogel, Cheri; Caronongan, Pia; Thomas, Jaime; Bandel, Eileen; Xue, Yange; Henke, Juliette; Aikens, Nikki; Boller, Kimberly; Murphy, Lauren;

The Early Head Start Family and Child Experiences Survey (Baby FACES) is an ongoing study of Early Head Start programs designed to inform policy and practice at both national and local levels. In 2007, the Office of Planning, Research & Evaluation (OPRE) in the Administration for Children and Families (ACF), U.S. Department of Health and Human Services, contracted with Mathematica Policy Research and its partners to implement this six-year longitudinal study in 89 Early Head Start programs around the country. Baby FACES follows two cohorts of children through their time in Early Head Start, starting in 2009, the first wave of data collection. The Newborn Cohort includes 194 pregnant mothers and newborn children. The 1-year-old Cohort includes children who were approximately 1 year old (782 were ages 10 to 15 months). This report is the second of three submissions describing findings as we follow families and children throughout their experiences in Early Head Start. The first report provided in-depth information about the sample design, the measures used, and the baseline findings (Vogel et al. 2011). This report describes findings from the second wave of data collection and focuses primarily on children in the 1-year-old Cohort who were 2 years old in 2010. However, it also provides in the technical appendix information on the Newborn Cohort (when children were 1 year old). A subsequent report will describe children's experiences through age 3 and focus on the associations between receiving services at different levels of intensity and quality, and child and family outcomes. (author abstract)

Reports & Papers

February, 2015

Improving lifetime trajectories for vulnerable young children and families living with significant stress and social disadvantage: The Early Years Education Program randomised controlled trial
Jordan, Brigid; Tseng, Yi-Ping; Coombs, Nichola; Kennedy, Anne; Borland, Jeff;

Children who experience neglect and abuse are likely to have impaired brain development and entrenched learning deficiencies. Early years interventions such as intensive education and care for these children are known to have the potential to increase their human capital. The Early Years Education Program (EYEP) is a new program offered by the Children's Protection Society (CPS) in Melbourne, Australia. EYEP is targeted at the needs of children who have been or are at risk of being abused or neglected. It has the dual focus of seeking to address the consequences of abuse and neglect on children's brain development and redressing their learning deficiencies. Our objective is to determine whether EYEP can improve school readiness by conducting a randomised controlled trial (RCT) of its impacts. Methods/Design: The RCT is being conducted with 90 participants (45 intervention and 45 control). Eligible children must be aged under three years and assessed as having two or more risk factors as defined in the Department of Human Services Best Interest Case Practice Model. The intervention group participate for three years (or until school entry) in EYEP. The trial does not provide any early years education or care to the control group. Data are being collected on outcome measures for participants in EYEP and the control group at the baseline, at yearly intervals for three years, and six months after commencing the first year of school. Outcome measures encompass children's health and development, academic ability and emotional and behavioural regulation; and quality of parenting practices. The study will evaluate the impact of EYEP on these outcomes, and undertake a benefit-cost analysis of the program. Discussion: Findings from the study have the potential to influence the quality of care and education for the large population of children in Australia who are at risk of abuse and neglect, as well as for children in mainstream childcare. The study will provide up-to-date evidence on the impact of an early years intervention relevant to an urban population in Australia; as well as (to our knowledge) being the first RCT of an early years education and care intervention in Australia. (author abstract)

Reports & Papers

September, 2014

An evaluation of the effects of the Eager and Able to Learn programme on outcomes for 2-3 years olds in early years settings
McGuinness, Carol; Eakin, Angela; Connolly, Paul;

Eager and Able to Learn (EAL) is a new pilot programme designed by Early Years--the organisation for young children in Northern Ireland, and targeted at 2-3 year-old children in early years settings. It aims to improve young children's eagerness and ability to learn through enhancing their physical, social, emotional, and linguistic development. The programme places a particular emphasis on physical movement, on the physical design of early childhood programme settings, and on relationships - the practitioner/child relationship, the parent/child relationship and the partnership between the parent and the practitioner - to support young children's development. The theory of change underpinning the programme is that movement provides a natural context for children of this age to develop. The programme has a group-based element, which involves a series of developmental movement and play activities, and a home-based element including home visits, which encourages parents to explore play activities with their children in the home environment. A Senior Early Years Specialist (SEYS) was assigned to each setting to provide: (1) initial training in programme implementation for practitioners; (2) a series of support visits and cluster sessions for practitioners throughout the year; and (3) workshops for parents of children who participated in the programme. In addition, practitioners were given a service design manual to guide them through the delivery of all aspects of the programme. A home learning package for parents was provided. The evaluation of the programme took the form of a cluster trial using a partial-cross-over design, led by the Centre for Effective Education with the School of Psychology, and a fidelity implementation study, led by the National Children's Bureau in Northern Ireland. The findings from the fidelity implementation study are reported separately (Geraghty, Molyneaux & Dunne, 2012). This report presents the findings of the cluster trial evaluation into the effectiveness of the EAL programme in improving outcomes for children, their parents and the early years practitioners/settings involved in delivering EAL. (author abstract)

Reports & Papers

November, 2012

The developmental status of 2-3 year old children entering group-based settings in Northern Ireland: Survey findings
McGuinness, Carol; Connolly, Paul; Eakin, Angela; Miller, Sarah;

Between October 2008 and January 2009 a survey was conducted of 655 two-three year old children who attended 90 early years settings in Northern Ireland together with the practitioners in the settings and the children's parents. The survey was part of a larger research project which evaluated the impact of a new developmental movement and play-based service for two-year olds, called the Eager and Able to Learn Programme (EAL), designed by Early Years. The evaluation was conducted from October 2008 to June 2010 and the findings from that evaluation are to be published separately. This present report sets out the findings of a survey which sought to explore: (1) the stage of development of two-year-old children across a variety of developmental domains, as they entered into early years settings designed for 2-3 year old children; (2) the knowledge, attitudes and behaviours of their parents, related to the developmental needs of two-year-olds; and (3) the knowledge, attitudes and behaviours of the practitioners in the early years settings, related to the developmental needs of two year olds. (author abstract)

Reports & Papers

April, 2012

Test review: Bayley, N. (2006). Bayley Scales of Infant and Toddler Development-Third Edition. San Antonio, TX: Harcourt Assessment
Albers, Craig A.; Grieve, Adam J.

The Bayley Scales of Infant and Toddler Development-Third Edition (Bayley-III) is a revision of the frequently used and well-known Bayley Scales of Infant Development-Second Edition (BSID-II; Bayley, 1993). Like its prior editions, the Bayley-III is an individually administered instrument designed to measure the developmental functioning of infants and toddlers. Other specific purposes of the Bayley-III are to identify possible developmental delay, inform professionals about specific areas of strength or weakness when planning a comprehensive intervention, and provide a method of monitoring a child's developmental progress. The Bayley-III is appropriate for administration to children between the ages of 1 month and 42 months (although norms extend downward to age 16 days). The revision of the Bayley was specifically driven by eight goals: (a) update the normative data, (b) develop additional scales to fulfill requirements by federal (i.e., the Individuals with Disabilities Education Improvement Act of 2004) and state laws regarding the five major areas of development for early childhood assessment from birth through 3 years of age, (c) strengthen the instrument's psychometric properties, (d) improve the treatment utility of the instrument, (e) simplify administration procedures, (f) update item administration, (g) update administration materials, and (h) maintain the qualities of previous Bayley editions (Bayley, 2006b). (author abstract)

Other

June, 2007

Annual evaluation report: Clayton Educare: 2009-10 school year
Klute, Mary M.;

A study of classroom quality, parenting experiences, and children's cognitive, language, and socioemotional development in Clayton Educare, a program in Denver, Colorado, offering center-based and home visiting services to children and families from pregnancy to age 5, based on classroom observations, direct child assessments, and parent and teacher surveys

Reports & Papers

February, 2011

Evaluation of Program for Infant/Toddler Care (PITC): An on-site training of caregivers
Weinstock, Phyllis; Bos, Johannes M.; Tseng, Fannie; Rosenthal, Emily; Ortiz, Lorena; Dowsett, Chantelle J.; Huston, Aletha C.; Bentley, Alison;

A study of the impact of Program for Infant/Toddler Care, which provides on-site training to center-based and family child care providers, on global and process child care quality and children's cognitive, language, social, and behavioral skills, based on data collected from 92 randomly assigned child care centers and 159 randomly assigned family child care homes and from 936 children enrolled with those providers

Reports & Papers

March, 2012

How home gets to school: Parental control strategies predict children's school readiness
Walker, Aimee Kleisner; MacPhee, David;

Two studies of the relationship between both family autonomy support and coercive control and children's school readiness, with an examination of children's social skills and mastery motivation as mediators, based on data from a preschool sample of 199 children in Head Start and a preschool to elementary transition sample of 344 children

Reports & Papers

Q3 2011