eric.ed.gov har udgivet: “Let’s Begin with the Letter People”[R] is an early education curriculum that uses 26 thematic units to develop children’s language and early literacy skills. A major focus is phonological awareness, including rhyming, word play, alliteration, and segmentation. Children are encouraged to learn as individuals, in small groups, and in a whole-class environment. Teacher resource books and a set of classroom books and other program materials are available as a program kit. Two studies of “Let’s Begin with the Letter People”[R] meet What Works Clearinghouse (WWC) evidence standards and no studies meet WWC evidence standards with reservations. The two studies include children in 49 classrooms in 25 preschools in Houston, Texas, and southeastern New York State. Based on these two studies, the WWC considers the extent of evidence… Continue Reading →
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eric.ed.gov har udgivet: Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children’s social func- tioning, social skills and problem behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement. Additionally, we investigated whether the meditational processes differed for boys and girls. We expected that better self-regulation would help children to interact well with others (social skills) and minimize impulsive or aggressive (problem) behaviors. Positive interac- tions with others and few problem behaviors were expected to relate to gains in achievement as learning takes place within a social context. Preschool-aged children (n = 118) were tested with… Continue Reading →
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eric.ed.gov har udgivet: There is a dearth of literature that use research design for causal inference that estimate the effect of information and communications technology (ICT) programs on literacy outcomes in early primary, particularly in Sub-Saharan Africa. There are several programs that have used ICT at a large scale, including Los Angeles, Peru, Nicaragua, Rwanda and an ongoing program in Turkey. Seldom have the studies directly estimated the effect of the ICT program on learning, as the measures used have typically been a middle level of the causal chain (Strigel & Pouezevara, 2012). Mobile phones are increasingly available in the market, and several authors argue that mobile learning is an increasingly ideal way to increase outcomes at scale (UNESCO, 2012; GSMA, 2012; McKinsey & Co., 2012; Vosloo, 2012). There are… Continue Reading →
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eric.ed.gov har udgivet: Mathematical development processes begin long before school starts and the importance of previous mathematical knowledge for later school achievements is beyond dispute. For a suitable pre-school education, the focus of interest must be to find out which early learning processes prepare children best. In this article, the acquisition of the key concepts of numeracy is presented in a developmental model, which served as framework for a supportive programme for 4-8 year-old children. The research into this intervention shows how development-oriented support of key arithmetic concepts can be constructed and taught systematically. The immediate and sustainable effect of the programme “Mina and the Mole” on the mathematical competencies of children has already been demonstrated in an evaluation study of 248 children aged 5-7. Considering the strong language-orientation of… Continue Reading →
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