eric.ed.gov har udgivet: This brief report focusing on children’ s kindergarten readiness i s the third in a series of reports describing data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Previous FACES 2009 reports described the characteristics of children and their families and programs as they entered Head Start in fall 2009 ( Hulsey et al. 2011) and, in spring 2010, at the end of one year in the program (Moiduddin et al. 2012). This brief report describes the family backgrounds and developmental outcomes of children as they completed the Head Start program and also describes progress in children’s outcomes between Head Start entry and exit. It focuses on the population of children who entered Head Start for the first time in… Continue Reading →
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eric.ed.gov har udgivet: The Natural Math project was undertaken to encourage parents of Native American and Black preschool and kindergarten children to engage in math activities and games at home. Natural Math also attempted to integrate Seminole culture into math materials. The project originally included only Seminole preschool and kindergarten children. Later, Boley school, located in a rural Black community, petitioned for inclusion. Natural Math activities included: (1) the provision of start-up supplies and other materials to the children and their families; (2) an initial meeting to explain the project and the proper use of the materials; (3) a portable computer lab; (4) a math fair; and (5) the distribution of materials for the summer. After their participation in the project, former Head Start children were tested for verbal, math,… Continue Reading →
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eric.ed.gov har udgivet: The 2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content (Preschool Pilot) is an important part of the authors’ multiyear “Ready To Learn” (RTL) summative evaluation initiative. Through this initiative funded by the Corporation for Public Broadcasting (CPB) and Public Broadcasting Service (PBS), it was the responsibility of the Education Development Center, Inc. (EDC), and SRI International (SRI) to document and, whenever possible, to measure the impact of transmedia mathematics and literacy resources on learning for children from low-income families across a variety of settings: early childhood classrooms, community settings, and home. In this phase of the evaluation, the authors explored the potential of using technology (interactive whiteboards and laptops) and transmedia resources (digital videos and interactive games)–specifically games developed using the CPB-PBS RTL Mathematics framework,… Continue Reading →
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eric.ed.gov har udgivet: The universities and faculties which educate teachers of mathematics for teaching pupils/students of any age group from pre-school age to higher education carefully monitor and compare valuable results of this research, detect the areas in which the mathematical achievements of pupils should be improved at the national level and propose the ways to improve the quality of education and achieve better learning outcomes. We deem particularly valuable contributions of the researchers regarding the samples of poorer mathematical achievements at the “local level” in neighbouring countries, as well as the presentation of examples of good practice by means of which we pave the path towards better achievements of pupils and, consequently, the improvement in the quality of teaching mathematics at the “local,” as well as the global level.… Continue Reading →
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eric.ed.gov har udgivet: The aim of the “Tools of the Mind” prekindergarten curriculum is to enhance children’s executive function skills within an instructional context that promotes the basic academic and social skills that prepare them for kindergarten and beyond. To investigate the effectiveness of “Tools” in achieving this aim, the authors are conducting a longitudinal randomized experiment to answer the following questions: (1) Do children in “Tools of the Mind” classrooms improve more in literacy, math, social skills, and behavior problems during the preschool year than children in “business as usual” control classrooms? Are those gains sustained through kindergarten and first grade?; (2) Do children in “Tools of the Mind” classrooms show greater gains in executive function than children in the control classrooms? Do those gains mediate the curriculum effects… Continue Reading →
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eric.ed.gov har udgivet: Language and literacy skills are critical to success in school. For low-income preschoolers, increasing early literacy and math skills is vital to closing the achievement gap between them and their more advantaged peers. New research shows that an intentional curriculum and professional development and supports for teachers are important components of effective preschool classrooms and programs. A special focus on these strategies is important because many low-income children in early learning settings fall behind early and remain very much behind their peers in reading and math. This brief provides a blueprint for state and local policymakers, early learning administrators, teachers, families, community leaders, and researchers to use effective preschool curricula and teaching strategies to help low-income young children close the achievement gap in early literacy and math… Continue Reading →
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eric.ed.gov har udgivet: PEELS involves a nationally representative sample of children, 3 to 5 years of age when they entered the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. Topics covered in the report include declassification (children leaving special education), reclassification (movement from one primary disability group to another), changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children’s performance on a series of direct and indirect assessments in the areas of emerging literacy, early math skills, social behavior, and motor skills from 2003-04 to 2004-05. The study found that fifteen percent of children were declassified between 2003-04 and 2004-05. Children were more likely to be declassified when they transitioned from preschool to… Continue Reading →
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eric.ed.gov har udgivet: What is realia and theory-building? Tim Kinard and Jesse Gainer explain that when students explore using “realia,” they are not just being exposed to abstract concepts or text on a page, they are using “real-life” objects to build understandings of the natural world while they builds vocabulary about it. Handling and discussing real-world objects (acorns, pine cones, flowers, bones, antlers, dirt), in both the first language of the students, as well as a second language learned in school, builds vocabulary quickly as students engage in meaningful communication with scaffolds bridging first and second languages. The use of “realia” and other visuals are one way to provide ESL students opportunities for meaningful communication in English. Creating strategic partnerships that pair ELLs with native English speakers is another effective… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2012-2013 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the quality of the program and the outcomes for children, along with comparisons to previous years. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality?; (3) What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes?; and (4) To what extent have there been any changes over time in these results? To address these questions, information was gathered from multiple sources, including monthly service reports, teacher surveys, observations of classroom… Continue Reading →
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eric.ed.gov har udgivet: Child care quality is usually measured along two dimensions–structural and process. In this paper the authors focus on process quality–the quality of child care center instructional practices and teacher interactions with students. They use an instrumental variables technique to estimate the effect of child care center process quality on academic achievement for children. They use a national data set, focusing on low-income children, to examine the effects of high process quality child care on math, reading and vocabulary outcomes for preschool children. The goal is to discover the causal effect of process quality on children’s academic outcomes in the preschool years. The present study is an analysis of secondary data collected at different sites around the country, which is described in detail here. Data from the Preschool… Continue Reading →
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