eric.ed.gov har udgivet: The field of early childhood holds promising keys to unlocking many of the mysteries in learning. Educators in the field, given the right tools, have the potential to have a profound impact on the long-term success of their students. The design of this curriculum comes directly out of the incredible possibilities set in motion while exploring this field. Early childhood programs have three essential components or learners. Primary learners are the child, the parent(s) and the teacher. In order to best serve the child, early childhood programs must not only focus on the curriculum and programmatic issues, but must also spend time training staff and providing learning opportunities for parents. Successful early childhood programs aim to employ the most effective resources available to meet the needs of… Continue Reading →
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eric.ed.gov har udgivet: The shift to the Common Core at the Lazaro Cardenas Elementary School, a pre-K to third grade school in a predominantly Latino area in southwest Chicago, rested on instructional improvement efforts Jeremy Feiwell initiated five years earlier in 2006, when he became Cardenas’s principal. Feiwell knew from his years as a teacher at Cardenas that curriculum and instruction at the school varied widely–every teacher was doing something different in his or her classroom. Meanwhile, the school–where 52 percent of students are English language learners and 97 percent come from low-income households–was the lowest performing of the 23 schools in the community. By 2016, the school was the highest performing in math in the south side of Chicago, and one of the top schools for reading. Cardenas’s staff… Continue Reading →
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eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: As governors respond to the need to significantly improve the quality of public education, they should consider incorporating stronger actions to improve mathematics instruction as part of their overall reform agenda. Governors can take the following actions to promote high-quality mathematics instruction for young children: (1) Become a champion for improvements in the quality of early math education with legislators, business leaders, educators, parents, and students; (2) Align high-quality mathematics standards through the educational pipeline, and support appropriate use of student assessments to measure results. State leaders could consider raising standards for the math skills and concepts children should learn in their state’s early learning guidelines; and (3) Promote changes in policies that improve educator preparation and that support their capacity to teach mathematics to young children.… Continue Reading →
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eric.ed.gov har udgivet: Legislation, research, and practice support access to technology by young children with disabilities. Yet barriers to technology use–lack of training, inadequate funding, failure to acknowledge technology as a relevant issue, or disbelief that technology can positively impact young children with disabilities–often prevail among many disciplines important to early childhood teams (Barnett, 2001; Healy, 1998; Hutinger, Hall, Johanson, Robinson, Stoneburner, & Wisslead, 1994; Pressman, 1999). The purpose of this study is to present the findings from the Early Childhood Technology Integrated Instructional System (EC-TIIS)–Phase 3 project. EC-TIIS utilizes nine online workshops (Adaptations, Computer Environment, Curriculum Integration, Emergent Literacy, Expressive Arts, Family Participation, Math, Science, and Social Studies, Software Evaluation, Technology Assessment) to assist teachers’ use of technology with children with special needs. It was also designed as a… Continue Reading →
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eric.ed.gov har udgivet: This report presents the results of a first-of-its-kind national survey of parents, who were asked about the types of early science educational activities they do with their young children. It also includes a follow-up qualitative study, focused on low-income families, which sought to illuminate parents’ survey responses. The purpose of the study was to provide new insights on the ways in which parents help their young children learn, as well as new information on parents’ beliefs and practices related to early science learning and the use of learning media. Selected key findings: (1) Nearly all parents, regardless of income or education level, think it is important to help their young children learn, especially social skills, literacy, and mathematics; (2) Most parents say they are confident about their… Continue Reading →
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eric.ed.gov har udgivet: The Early Childhood Environment Rating Scale-Third Edition (ECERS-3) is the latest version of one of the most widely used observational tools for assessing the quality of classrooms serving preschool-aged children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3 observation was conducted in 1063 preschool classrooms in three states. In a subset of those classrooms (n = 119), Classroom Assessment Scoring System-Pre-K (CLASS Pre-K) and child assessment data were also collected. Analyses of the ECERS-3 suggested that a single factor does not adequately capture item variability. Of the solutions tested, the four-factor (Learning Opportunities, Gross Motor, Teacher Interactions, and Math Supports) provided the best combination of statistical support and theoretical utility. In general, the ECERS-3… Continue Reading →
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eric.ed.gov har udgivet: Massachusetts is one of a handful of states that is often recognized as a leader in public education, and for good reason. The Commonwealth consistently outperforms most states on national reading and math tests and often leads the pack in education innovations. “Starting Young: Massachusetts Birth-3rd Grade Policies that Support Children’s Literacy Development,” a report from the Early & Elementary Education Policy team at New America, examines state policies and local initiatives that aim to give children a strong start and offers recommendations to help ensure more students are moving up the learning staircase. Massachusetts has taken important steps, but to have a larger sustainable impact on children’s literacy development, more is needed. The report also provides a list of interviews and notes. Link til kilde
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eric.ed.gov har udgivet: This is one in a series of publications designed for parents and teachers to help children acquire developmentally appropriate basic educational skills at home and in school. Topics included are: (1) “What is math?” explaining mathematical concepts such as number, measurement, space, and time; (2) “How do children learn about math?”; (3) “Why is an understanding of math important?”; (4) “How you can help your children learn math?”; and (5) “Points to keep in mind.” (YP) Link til kilde
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