An Analysis of Developmentally Appropriate and Culturally Reponsive Practices and the Learning Trajectories of Kindergarten, First-grade, and Third-grade Children from ECLS-K PDF Download
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Author: Hyunjin Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 346
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Book Description
Author: Hyunjin Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 346
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Book Description
Author: Weipeng Yang
Publisher: Routledge
ISBN: 1351027255
Category : Education
Languages : en
Pages : 138
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Book Description
Although Chinese societies have generally become striking as the classic over-achievers in international measures of academic performance, there has been no specialised publication exploring early childhood curriculum in Chinese contexts. Through this book, readers will learn more about how the Chinese context and culture collide with educators’ beliefs about the right activities for children and educators in early childhood settings. This book will be the first one of its kind to focus on early childhood curriculum in Chinese societies – from social context and culture to reforms and practices, and finally to the lessons that researchers, policymakers and practitioners could learn, as well as future directions. Is play valued? Are young children schooled earlier in Chinese societies? How do Chinese children learn in kindergartens? What is valued by Chinese educators when they implement early childhood curricula? How do Chinese teachers deliver early childhood curricula for their young children? Why were Chinese early childhood curricula implemented in these ways? Answers to these questions and more will be provided in this pioneering book.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 522
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Book Description
Author: Jerry West
Publisher: DIANE Publishing
ISBN: 0756701899
Category :
Languages : en
Pages : 125
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Book Description
In the fall of 1998, about 4 million children were attending kindergarten in the U.S., approximately 95% of them for the first time. This report presents the first findings from a new national study of kindergartners, their schools, classrooms, teachers and families. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), sponsored by the U.S. Dept. of Education, Nat. Center for Education Statistics, began following a nationally representative sample of some 22,000 kindergartners in the fall of 1998. The ECLS-K will follow the same cohort of children from their entry to kindergarten through their fifth grade year.
Author: Gail M. Mulligan
Publisher:
ISBN:
Category :
Languages : en
Pages : 27
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Book Description
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in the 2010-11 school year, when the children in the sample were in kindergarten, and will continue through the spring of 2016, when most of the children in the sample are expected to be in fifth grade. This brief report provides information from the data collection conducted in the spring of 2014, when the majority of the students were in third grade. The ECLS-K:2011 provides information on students' status at school entry, on their transition into school, and on their progression through the elementary grades. The longitudinal nature of the ECLS-K:2011 data enables researchers to study how a wide range of family, school, community, and individual factors are associated with educational, socioemotional, and physical development over time. Information is being collected from the students, their parents and guardians, their teachers, and their school administrators. Information was also collected from their before- and after-school care providers in the kindergarten year. The ECLS-K:2011 is the third in a series of longitudinal studies of young children conducted by the National Center for Education Statistics (NCES), within the U.S. Department of Education's Institute of Education Sciences. The other studies in the Early Childhood Longitudinal Study (ECLS) program are the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). This report is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and in third grade 3 years later during the spring of 2014.1 Information is presented on selected child and family characteristics, such as poverty status, parental education, family type, and primary home language (table 1), obtained when the children were in kindergarten. Information is also provided on the children's knowledge and skills in reading (table 2), math (table 3), and science (table 4) in the spring of third grade, both overall and by the selected kindergarten-year child and family characteristics. The following are appended: (1) Survey Methodology and Glossary; and (2) Standard Error Tables.
Author: Patricia A. Scully
Publisher:
ISBN:
Category : Articulation (Education)
Languages : en
Pages : 116
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Book Description
Author: Karen Tourangeau
Publisher:
ISBN:
Category :
Languages : en
Pages : 375
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Book Description
This document highlights key information needed to work with the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data and points the reader to the appropriate sections of the User's Manual so that they can get started quickly. To read more about any particular topic, the reader should go to the indicated section of the User's Manual. In this document, major differences between the third grade data collection and previous rounds are summarized; cautions and caveats about using the data are provided; and basic information about using the Electronic Code Book (ECB) is summarized. This manual provides guidance and documentation for users of the third grade data of the Early Childhood Longitudinal Study, kindergarten Class of 1998-99 (ECLS-K). It begins with an overview of the ECLS-K study. Subsequent chapters provide details on the instruments and measures used, the sample design, weighting procedures, response rates, data collection and processing procedures, and the structure of the data file. The ECLS-K focuses on children?s early school experiences beginning with kindergarten. It is a multisource, multimethod study that includes interviews with parents, the collection of data from principals and teachers, and student records abstracts, as well as direct child assessments. The ECLS-K has been developed under the sponsorship of the U.S. Department of Education, National Center for Education Statistics (NCES). Westat is conducting this study with assistance provided by Educational Testing Service (ETS) in Princeton, New Jersey. The ECLS-K is following a nationally representative cohort of children from kindergarten through fifth grade. The base year data were collected in the fall and spring of the 1998-99 school year when the sampled children were in kindergarten. A total of 21,260 kindergartners throughout the nation participated. (Contains 88 tables and 80 exhibits.).
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002201
Category :
Languages : en
Pages : 99
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Book Description
The Measuring Early Learning Quality and Outcomes (MELQO) initiative began in 2014 as part of the global emphasis on early childhood development (ECD). Led by UNESCO, the World Bank, the Center for Universal Education at the Brookings Institution and UNICEF, the initiative aims to promote feasible, accurate and useful measurement of childrenâs development and learning at the start of primary school, and of the quality of their pre-primary learning environments. Items are designed for children between the ages of 4 and 6 years. Following the premise that many existing tools include similar items, the leading organizationsâ core team worked with a consortium of experts, non-governmental organizations (NGOs) and multilaterals to build upon current measurement tools to create a common set of items organized into modules for measuring: 1) early childhood development and learning, and 2) the quality of pre-primary learning environments. The MELQO core team and experts also collaborated to outline a process for context-specific adaptation of the measurement modules resulting from lessons learned from field-testing in several countries in 2015 and 2016. The modules are designed to be implemented at scale, with an emphasis on feasibility for low- and middle-income countries (LMICs). A key question addressed by MELQO was the balance between a global tool suitable for use everywhere, and local priorities and goals for childrenâs development. [Introduction, ed]
Author: Sharon Ritchie
Publisher: Teachers College Press
ISBN: 0807754811
Category : Education
Languages : en
Pages : 241
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Book Description
FirstSchool is a groundbreaking framework for teaching minority and low-income children. Changing the conversation from improving test scores to improving school experiences, the text features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes. The authors detail how to use education research and data to provide a rationale for change; how to promote professional learning that is genuinely collaborative and respectful; and how to employ developmentally appropriate teaching strategies that focus on the needs of minority and low-income children.
