The Impact of an Urban Universal Public Prekindergarten Program on Children's Early Numeracy, Language, Literacy, and Executive Function Outcomes PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Impact of an Urban Universal Public Prekindergarten Program on Children's Early Numeracy, Language, Literacy, and Executive Function Outcomes PDF full book. Access full book title The Impact of an Urban Universal Public Prekindergarten Program on Children's Early Numeracy, Language, Literacy, and Executive Function Outcomes by Christina Weiland. Download full books in PDF and EPUB format.
Author: Christina Weiland
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
Get Book Here
Book Description
The authors add to and extend the emerging evidence base of the effects of public preschool programs on child school readiness. Using a quasi-experimental, Regression Discontinuity (RD) design, they estimate the impacts of a universal preschool program on children's early numeracy, language, literacy, and executive function skills, both for the overall population and for several subgroups. While they find impacts similar to those reported in other public prekindergarten RD studies, they make a unique contribution to the literature, as theirs is the first causal study of a universal prekindergarten program in which a uniform curricula was in place across the district and in which they have information about the type of care experienced by control children during the treatment year. At Society for Research on Educational Effectiveness, they will also present results from robustness checks new to this literature, including sensitivity of results to differential time to join and attrit from the intervention. (Contains 4 tables and 1 figure.).
Author: Christina Weiland
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
Get Book Here
Book Description
The authors add to and extend the emerging evidence base of the effects of public preschool programs on child school readiness. Using a quasi-experimental, Regression Discontinuity (RD) design, they estimate the impacts of a universal preschool program on children's early numeracy, language, literacy, and executive function skills, both for the overall population and for several subgroups. While they find impacts similar to those reported in other public prekindergarten RD studies, they make a unique contribution to the literature, as theirs is the first causal study of a universal prekindergarten program in which a uniform curricula was in place across the district and in which they have information about the type of care experienced by control children during the treatment year. At Society for Research on Educational Effectiveness, they will also present results from robustness checks new to this literature, including sensitivity of results to differential time to join and attrit from the intervention. (Contains 4 tables and 1 figure.).
Author: Christina Weiland
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
Get Book Here
Book Description
Using data from an urban public pre-k program, the authors add to and extend the emerging evidence base of the effects of public prekindergarten programs on child school readiness. They also use data collected in treatment classrooms to examine associations between teacher characteristics, fidelity-to-curricula, dosage and child outcomes. Their primary research questions are: (1) What is the causal impact of attending a prekindergarten program that implemented the "Building Blocks" mathematics curriculum at scale across an urban public school district on children's mathematics, language, literacy, executive function and emotional development?; (2) Within the treatment group, are teacher characteristics predictive of fidelity-to-curriculum and dosage?; and (3) Is higher "Building Blocks" fidelity-to-curricula and dosage associated with higher student outcomes, controlling for student- and teacher-level characteristics? Research took place in a large urban public school district in the Northeast. All prekindergarten programs were located in public elementary schools. The results add to the growing literature on the causal effects of large-scale state-funded prekindergarten programs. The authors find that a universal publicly funded prekindergarten program had positive impacts on child early numeracy, language, literacy, executive function, and emotional development. The authors' effect sizes are larger than those achieved in any RD prekindergarten study to date, which is particularly notable given that theirs is the only RD prekindergarten context in which there were uniform curricula in place. Due to the RD design of their study, they are unable to fit causal mediation models that would help them to definitively identify the causal mechanisms underlying their results. The path model they presented here using fidelity-to-curricula and dosage data on the treatment children in their treatment year found no significant associations between fidelity-to-curricula and dosage and child outcomes. Further analysis will allow them to better examine whether stronger effects in their study compared to previous prekindergarten RD studies thus could at least partially be a function of the chosen math and literacy curricula and the level of curriculum implementation in the district. (Contains 4 tables, 3 figures and 3 footnotes.).
Author:
Publisher: John Wiley & Sons
ISBN: 1118953916
Category : Psychology
Languages : en
Pages : 944
Get Book Here
Book Description
The essential reference for human development theory, updatedand reconceptualized The Handbook of Child Psychology and DevelopmentalScience, a four-volume reference, is the field-defining work towhich all others are compared. First published in 1946, and now inits Seventh Edition, the Handbook has long been consideredthe definitive guide to the field of developmental science. Volume 4: Ecological Settings and Processes in DevelopmentalSystems is centrally concerned with the people, conditions, andevents outside individuals that affect children and theirdevelopment. To understand children's development it is bothnecessary and desirable to embrace all of these social and physicalcontexts. Guided by the relational developmental systemsmetatheory, the chapters in the volume are ordered them in a mannerthat begins with the near proximal contexts in which children findthemselves and moving through to distal contexts that influencechildren in equally compelling, if less immediately manifest, ways.The volume emphasizes that the child's environment is complex,multi-dimensional, and structurally organized into interlinkedcontexts; children actively contribute to their development; thechild and the environment are inextricably linked, andcontributions of both child and environment are essential toexplain or understand development. Understand the role of parents, other family members, peers,and other adults (teachers, coaches, mentors) in a child'sdevelopment Discover the key neighborhood/community and institutionalsettings of human development Examine the role of activities, work, and media in child andadolescent development Learn about the role of medicine, law, government, war anddisaster, culture, and history in contributing to the processes ofhuman development The scholarship within this volume and, as well, across the fourvolumes of this edition, illustrate that developmental science isin the midst of a very exciting period. There is a paradigm shiftthat involves increasingly greater understanding of how todescribe, explain, and optimize the course of human life fordiverse individuals living within diverse contexts. ThisHandbook is the definitive reference for educators,policy-makers, researchers, students, and practitioners in humandevelopment, psychology, sociology, anthropology, andneuroscience.
Author: Christina Weiland
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 166
Get Book Here
Book Description
We found that the prekindergarten program had substantial impacts on children's mathematics, vocabulary, and early reading skills, with effect sizes around half a standard deviation higher. The program also had small impacts on multiple dimensions of children's executive functioning and emotional development. In addition, on some outcomes, the impacts we detected were considerably larger for specific subgroups of children, including those eligible for free/reduced lunch, and for Asian and Hispanic children. In sensitivity analyses, our results were robust to a variety of critical threats to internal validity. Our results inform important curricular decisions that must be made when public prekindergarten programs are implemented. For policymakers, our results confirm that publicly funded prekindergarten programs can improve subsequent educational outcomes for children in meaningful and important ways.
Author: United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 96
Get Book Here
Book Description
Author: Elena Bodrova
Publisher: Taylor & Francis
ISBN: 1040005438
Category : Education
Languages : en
Pages : 283
Get Book Here
Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
Publisher:
ISBN:
Category : Administrative agencies
Languages : en
Pages : 356
Get Book Here
Book Description
Author: Maria I. Galindo
Publisher:
ISBN:
Category : Professional leadership
Languages : en
Pages :
Get Book Here
Book Description
Abstract Children who participate in high-quality prekindergarten programs with strong instructional support are more competent in early literacy skills than are children in programs with less adequate support (Hamre & Pianta, 2005). A growing concern that exists in the field of early childhood education is that a gap exists in school readiness for bilingual children in regular prekindergarten programs. In this study, the sample consisted of 600 students and two administrators. Participants attended two prekindergarten centers in a large urban district in Texas. The literacy outcomes of students who participated in a traditional bilingual prekindergarten program were compared to the literacy outcomes of students from a Montessori bilingual prekindergarten program, based on scores from the Bracken Basic Concept Scale: Expressive (BBCS:E) in 2012-2013. The scores of 300 Spanish-speaking prekindergarten students attending a Montessori bilingual program and the scores of 300 Spanish-speaking prekindergarten students attending a traditional bilingual program were compared. An independent samples t-test was used to compare differences in their respective mean scores on each of the subtests on the BBCS:E. A linear regression was conducted on the BBCS:E, with the bilingual education program serving as the independent variable. For the Size/Comparison, and Shapes subtests; and the School Readiness Composite Scale in the BBSC: E, the results were statistically significant, as well in the linear regression that accounted for 9.3% of the variance and reflected a moderate effect size (Cohen, 1988), including the Numbers/Counting subtest in the linear regression. With the exception of the Colors subtest, Spanish-speaking students enrolled in the Montessori bilingual education program outperformed Spanish-speaking students enrolled in the traditional bilingual education program. From one-on-one interviews conducted with the campus principals who supported the different bilingual programs, the following themes emerged: (a) purposeful materials, (b) lesson presentation, (c) oral language, (d) exposure to literacy, and (e) letter sounds. Results of this study may inform school leaders of the effectiveness of Montessori bilingual programs in the area of school readiness. Implications for future research were: (a) using all the prekindergarten bilingual programs existing in the district involved in the study, (b) creating a testing team to test the Spanish-speaking students in the bilingual prekindergarten programs, and (c) reducing the number of days for the testing window and ensuring that window for testing is followed.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
Get Book Here
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: Lucinda G. Heimer
Publisher: Teachers College Press
ISBN: 0807778125
Category : Education
Languages : en
Pages : 161
Get Book Here
Book Description
This is a comprehensive, detailed account of the complex state of Universal Preschool (UPK) in the United States. As discussions regarding access, equity, and the societal value of early childhood education enter into the public forum, this book offers critical perspectives for next steps. The authors join the synergy of wonder to the practicality of wisdom to navigate complicated systems of power, relationships, and discourse. Cross-sector efforts to address planning and implementation of UPK are examined while acknowledging the current inequitable nature of the field. The book is a cautionary tale that includes historical and current vignettes showing that some issues in UPK collaboratives are constant across time. To bring the discussion alive, a variety of stakeholder perspectives offer insights into the “why” behind policy decisions. Reshaping Universal Preschool will help stakeholders explore, reflect, and apply lessons learned to existing or potential UPK collaborative efforts. Book Features: Honors and illustrates perspectives from the participants—families, teachers, support staff, administrators, researchers, and policymakers.Considers the complicated nature of perceived power among stakeholders.Offers pragmatic suggestions to consider while engaging in policy changes that affect early childhood practice.Provides insight on collaborative practices building up from early education to the larger educational context.Contains reflective questions to help readers apply the research and concepts to their own practice, situation, and communities.
