Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Early childhood education (5)
- Developing countries (4)
- Interventions (4)
- Program effectiveness (3)
- Measures (2)
-
- Primary secondary education (2)
- Academic achievement (1)
- Child care (1)
- Child development (1)
- Curriculum development (1)
- Development education (1)
- Educational attainment (1)
- Evaluation methods (1)
- Financial support (1)
- Formative evaluation (1)
- Income (1)
- LEGO Foundation (1)
- Learning progressions (1)
- Learning through Play (LtP) Experience Tool (1)
- Literature review (1)
- Literature reviews (1)
- Measurement (1)
- Observation (1)
- Online assessment (1)
- Outcomes of education (1)
- Parent education (1)
- Parent participation (1)
- Play (1)
- Play-based learning (1)
- Poverty (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
The global commitment to early learning has been expressed in the United Nations (UN) Sustainable Development Goals Agenda (SDG) (United Nations, 2016) and access to support for early learning is considered a human right for all children, whether provided by the family, community, or institutional programs (UNESCO, 2013). Inadequate cognitive stimulation has been identified as one of the key psychosocial risk factors associated with poor child development – a factor that is modifiable, with the right interventions (Walker et al., 2007). Thus, insights into how early learning supports may be delivered effectively in various contexts are essential. To explore the …
Improving Young Children's Learning In Economically Developing Countries: What Works, Why, And Where? Scoping Review, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Improving Young Children's Learning In Economically Developing Countries: What Works, Why, And Where? Scoping Review, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
This scoping review responds to the increasing interest in improving early childhood education and care (ECEC) in economically developing countries. It examines available research in relation to the question: What effective interventions have been implemented recently in economically developing countries to improve children’s learning in the years before school? As much of the research underpinning ECEC interventions has focused on economically developed countries, it is timely to review available research about the effectiveness of interventions in the economically developing world. The ECEC interventions were categorised as Income supplementation (n=8); Parent-focused interventions (n=37); Child-focused education and nurturing care (n=35); Integrated interventions …
Measures Of Characteristics And Skills Associated With Learning Through Play: Findings From The Literature, Rachel Parker, Lisa Van Beeck, Janine Callanan
Measures Of Characteristics And Skills Associated With Learning Through Play: Findings From The Literature, Rachel Parker, Lisa Van Beeck, Janine Callanan
Monitoring Learning
This literature review was commissioned by the LEGO Foundation to inform the revision of the Learning through Play (LtP) Experience Tool, which was developed for use at LEGO House to observe and measure the quality of children’s play experiences. This review aims to determine the extent to which the LEGO Foundation’s tool reflects good practice regarding instrument design and administration, and whether tools that measure similar characteristics using similar methods already exist
Growth To Achievement: On-Demand Resources For Teachers, Christine Cawsey Am, John Hattie, Geoff N. Masters Ao
Growth To Achievement: On-Demand Resources For Teachers, Christine Cawsey Am, John Hattie, Geoff N. Masters Ao
Monitoring Learning
A central finding of the Review to Achieve Educational Excellence in Australian Schools (the Excellence Review) was that learning progressions can help teachers tailor their teaching to support students’ achievement through continuous learning growth. Aligned, online and on-demand assessments, combined with professional learning and resources, will aid the use and interpretation of learning progressions in order to maximise the learning growth and attainment of every student every year. The Commonwealth Minister for Education and Training has established an expert reference panel to shape a shared vision for this important work and provide advice on how to take it forward. The …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
Income supplementation interventions provide cash transfers directly to the parents/families of young children, with the objective of improving learning and other outcomes. Interventions of this type directly address poverty as the origin of many of the challenges to children’s learning in economically developing contexts. Such programs seek to affect positively child wellbeing and readiness to learn as well as the home learning environments. These effects can be achieved by using the additional income, for example, to support centre-based childcare or school attendance, to buy more nutritious food or to enable parents to spend more time with their children. The eight …
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
The authors conducted a scoping review of Early Childhood Education and Care (ECEC) interventions in economically developing countries between 1998 and 2017, aimed at improving children’s learning in the years before school. The review identified 37 parent-focused studies from 19 countries which provide an evidence base for parent-focused interventions that have both depth and geographical breadth. This policy note outlines characteristics of these interventions which contribute to changes in developmental outcomes for children. It found that of all ECEC interventions, the largest body of effectiveness evidence is available for parent-focused programs.