eric.ed.gov har udgivet: The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared–those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to select a matched sample of children with similar characteristics across the two groups. This study found significant treatment effects for participation in the NC Pre-K Program on children’s outcomes at the end of kindergarten in the areas of math skills and executive function. Although effect sizes were in the small range, there were effects across all aspects of math. There were significant differences for calculation skills and the math composite, and marginally significant… Continue Reading →
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eric.ed.gov har udgivet: The New York State Early Childhood Advisory Council (ECAC) serves the Governor and is charged with ensuring that all of New York’s young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development. The council’s Workforce Work Group is dedicated to the development of those adults who work in a range of programs to realize this vision. Teacher preparation, the Birth to Grade 2 Certification, and leadership development are strong components of the Workforce Work Group’s charge. To gain a clearer picture of early childhood-related offerings throughout the state’s higher education system, and to explore some specific issues related to the state’s teacher preparation system, the ECAC with its partner members, New York Early… Continue Reading →
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eric.ed.gov har udgivet: This study was carried out to determine whether there is a relationship between the preschool teachers’ attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent preschool classrooms in Erzurum City. Teachers’ attitudes towards mathematics education were measured using the “Preschool Teachers’ Attitudes towards Early Mathematics Education Determination Tool” and the levels of mathematical development in children were measured using the “Progress in Math 6 Test.” Collected data were analyzed using both descriptive and predictive statistical methods. Results presented that there was a positive and significant relationship between the preschool teachers’ attitudes towards mathematics and the mathematics development in 6-year-old preschool children.… Continue Reading →
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eric.ed.gov har udgivet: Young boys and girls make houses and beds from cloths and cartons for their dolls, erect shelters and fences for toy animals, build ramps and garages from blocks for toy cars, and lift objects using a rope and reel for having fun. Thanks to their experiences with such design-based games, children combine science with engineering and try to understand and explain the facts and happenings around them with their own information and explanations. In recent years, the literature heavily provided marked evidence that integration of engineering design into science and maths curricula from preschool up to the end of senior high school offers various learning opportunities. Despite bearing potentials for achieving objectives of preschool education, curriculum integration poses the question of ‘How to achieve the integration’ to… Continue Reading →
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eric.ed.gov har udgivet: The aim of this study is to find out whether intelligence distributions differ or not according to gender and departmental variables by determining the dominant intelligence (Multiple Intelligence) distributions of prospective teachers studying at Yildiz Technical University Education Faculty. The population of the research constitutes the prospective teachers majoring at Yildiz Technical University Education Faculty in 2014-2015 academic year. The study group contains a total of 254 prospective teachers selected by random cluster sampling method who have been educated in preschool teaching of primary education department (64 people), mathematics teaching (64 people), science teaching (92 people) and CITE (34 people). In this research conducted based on the screening model, Multiple Intelligence Scale developed by Çeliköz et al. (2008) and composed of 11 different situations and 88 questions… Continue Reading →
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eric.ed.gov har udgivet: The majority of early education programs promote children’s learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children’s experiences with teachers in these contexts as they relate to children’s skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children’s time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children’s academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when… Continue Reading →
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eric.ed.gov har udgivet: Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the opportunity provided by a “natural experiment” to estimate PD’s effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum… Continue Reading →
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eric.ed.gov har udgivet: The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision-making, problem-solving, data-processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the specific objectives being, on the one hand, to determine the features of mathematics practices which promote connections and, on the other hand, to identify different types of mathematics connections to enhance connective intelligence. The research was carried out… Continue Reading →
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eric.ed.gov har udgivet: Public investment in pre-K programs across the US has expanded over the past two decades, primarily to increase access to pre-K programs, especially among low-income children and children of color. However, program quality varies across states. One key question policymakers and practitioners have posed is how to create high-quality early childhood educational environments that promote successful outcomes for all preschool-aged children. This study considers the role of professional development supports in helping teachers create high-quality learning experiences for children. It examines three professional development supports that early childhood programs often provide (teacher training, coaching, and common planning time), whether these supports predict various aspects of observed teacher practice, and whether the associations between professional development supports and teacher practice vary based on teachers’ experience. Findings suggest that… Continue Reading →
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eric.ed.gov har udgivet: This validity study examined the validity of Assessment, Evaluation, and Programming System, 2nd Edition (AEPS®), a curriculum-based, authentic assessment for infants and young children. The primary purposes were to: a) examine whether the AEPS® is a concurrently valid tool for measuring young children’s language, literacy and pre-math skills for accountability purpose and b) explore teachers’ perceptions on using authentic assessment and standardized tests. This was accomplished through implementing both quantitative and qualitative methods. Findings from the study indicated (a) the AEPS® is a concurrently valid (b) there were both advantages and disadvantages of using authentic assessment such as the AEPS® and using standardized tests based on teachers’ perceptions, however, the practical issues of using the authentic measure can be addressed by providing in-depth trainings to teachers and… Continue Reading →
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