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Full-Text Articles in Early Childhood Education

Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Syeda Kashfee Ahmed

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 ...


Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Toby Carslake

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 ...


Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Dr Petra Lietz

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.


Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Dr Petra Lietz

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 ...


Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Dr Petra Lietz

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 ...


Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Dr Jen Jackson

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.


Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Dr Jen Jackson

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 Sep 2019

Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Dr Jen Jackson

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 ...


Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Dr Jen Jackson

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 effectiveness ...


Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz Sep 2019

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 effectiveness ...


Improving Measurement And Expanding Meta-Analytic Knowledge: Social And Emotional Learning In Elementary And Early Childhood, Dana M. Murano Sep 2019

Improving Measurement And Expanding Meta-Analytic Knowledge: Social And Emotional Learning In Elementary And Early Childhood, Dana M. Murano

All Dissertations, Theses, and Capstone Projects

In the last several decades, the development of student social and emotional skills in educational contexts has received much attention, both domestically and internationally. Whereas previous school-based educational practices had primarily focused on the teaching and testing of cognitive skills, we now recognize that there are constituents of academic success beyond the cognitive skills that are traditionally taught and tested, and the field of social and emotional learning (SEL) has emerged as a result. This two-study dissertation attempted to fill existing gaps in the development of SEL practices by exploring new horizons in both intervention and measurement with preschool and ...


Stem Opportunities - High School 2019, Huey-Xian Kelly Wong, Madeleine Rauhauser, Annie Morgan Nelson Aug 2019

Stem Opportunities - High School 2019, Huey-Xian Kelly Wong, Madeleine Rauhauser, Annie Morgan Nelson

Honors Expanded Learning Clubs

This publication details the lesson plan for the “Opportunities in STEM” club for the summer of 2019. This club began out of a desire to educate high school students about the opportunities and careers available in the science, technology, engineering, and mathematics fields. Often, students feel that the prospect of entering a STEM field is daunting and out of their grasp. What it means to be a scientist is often unclear, and students never consider opportunities out of the fear of the unknown, particularly when science is associated with complexity and difficulty. This lesson plan integrates experiments with a wealth ...


What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker Aug 2019

What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker

2009 - 2019 ACER Research Conferences

Early childhood education and care (ECEC) settings are naturally oriented towards promoting 21st century skills. This can be seen in Australia, where learning is defined as the development of identity, social and emotional skills, problem-solving, and communication skills. A 21st century orientation is also seen in the playbased pedagogies implemented in ECEC settings. A gap, however, exists in the ability of the ECEC sector to communicate its successes. This gap relates to the lack of measurement tools to quantify the quality of the adult–child interactions in ECEC settings, and children’s growth in these 21 century skills and abilities ...


What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker Aug 2019

What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker

Dr Dan Cloney

Early childhood education and care (ECEC) settings are naturally oriented towards promoting 21st century skills. This can be seen in Australia, where learning is defined as the development of identity, social and emotional skills, problem-solving, and communication skills. A 21st century orientation is also seen in the playbased pedagogies implemented in ECEC settings. A gap, however, exists in the ability of the ECEC sector to communicate its successes. This gap relates to the lack of measurement tools to quantify the quality of the adult–child interactions in ECEC settings, and children’s growth in these 21 century skills and abilities ...


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 Aug 2019

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

Dr Jen Jackson

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 ...


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 Aug 2019

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 ...


Equitable Access In Education: Access To Joy, Choice Options, And Strong Neighborhood Schools, Noah Hollenkamp, Albert J. Sanders Jr., Lindsay Schuessler Jun 2019

Equitable Access In Education: Access To Joy, Choice Options, And Strong Neighborhood Schools, Noah Hollenkamp, Albert J. Sanders Jr., Lindsay Schuessler

Dissertations

The purpose of this co-authored dissertation was to understand equitable access of quality educational opportunities in St. Louis, Missouri. Through the following research, we present a better understanding of equity and access in education from a classroom level, on a school level, and finally, on a regional level. This collection of research is the effort of a group of committed and concerned educators seeking to understand the ways of making quality education accessible for all families, specifically in the areas of school choice, quality neighborhood schools, and play in the classroom. By equitable access, we mean all families being able ...


Effects Of Frequency Of Early Intervention On Spoken Language And Literacy Levels Of Children Who Are Deaf Or Hard Of Hearing In Preschool And Elementary School, Ann E. Geers, Jean S. Moog, Amanda M. Rudge Jun 2019

Effects Of Frequency Of Early Intervention On Spoken Language And Literacy Levels Of Children Who Are Deaf Or Hard Of Hearing In Preschool And Elementary School, Ann E. Geers, Jean S. Moog, Amanda M. Rudge

Journal of Early Hearing Detection and Intervention

Language delays associated with hearing loss during infancy may have a negative impact on academic development throughout childhood. Early intervention provided by the Moog Center for Deaf Education prior to 36 months of age was quantified, and associations with later outcomes were examined for 50 students who are DHH representing Moog Center alumni. The objective was to determine whether the amount of early intervention (referred to hereafter as dose of early intervention received at the Moog Center during the time children were 0-36 months of age) contributed uniquely to outcomes in preschool (4–6 years) and in elementary school (8 ...


21st Century Teenagers And Young Adults Who Are Deaf Or Hard Of Hearing: Outcomes And Possibilities, Jean S. Moog, Amanda M. Rudge 3730756 Jun 2019

21st Century Teenagers And Young Adults Who Are Deaf Or Hard Of Hearing: Outcomes And Possibilities, Jean S. Moog, Amanda M. Rudge 3730756

Journal of Early Hearing Detection and Intervention

The purpose of this study was to document demographics, characteristics, and long-term outcomes of teenagers and young adults who are deaf or hard of hearing (DHH) and who all attended the Moog Center for Deaf Education for preschool and/or a portion of elementary school. Data were obtained via an online survey that was designed to assess educational, personal, and professional outcomes of individuals who were currently in high school and beyond. Survey questions were about the lives of these individuals after leaving the Moog Center. Participants included 108 individuals who were DHH, ranging from 15 to 32 years of ...


The Correlation Between Close Reading As An Instructional Strategy With Reading Comprehension In Elementary Schools, Daniel Angulo May 2019

The Correlation Between Close Reading As An Instructional Strategy With Reading Comprehension In Elementary Schools, Daniel Angulo

Master of Science in Education | Master's Theses

The purpose of this quantitative study was to analyze the effects of close reading instruction on students’ reading comprehension. Close reading is an instructional strategy that allows students to dig deep into the reading and gain a profound understanding of the vocabulary, writing structure and author’s message. The study consisted of a total of twenty-one 6th grade students who received close reading as an experimental treatment. The treatment included several components of close reading: essential questions, graphic organizers to compare short non-fiction stories, written analysis of author’s point of view/theme and weekly tests. The treatment focused on ...


Fragile Strength: Math Self-Efficacy Of High Achieving Girls, Tristan Tang May 2019

Fragile Strength: Math Self-Efficacy Of High Achieving Girls, Tristan Tang

Master of Science in Education | Master's Theses

Math gender gap research shows girls’ math self-efficacy to be correlated with their interest in pursuing higher levels of math education and STEM career opportunities. Most math gender gap studies have used only quantitative approaches, thereby missing the opportunity to gain deeper perspectives directly from girls who are steadfastly facing the math gender gap. This study centered around two small focus groups of girls attending a unique secondary school where every afternoon is fully dedicated to deep engagement with higher-level mathematics. Additionally, parents of girls at the school were surveyed to provide further insight into possible sources of their daughter ...


Utilizing Classroom Meetings To Understand Student Values And Perceptions, Stacy Spink May 2019

Utilizing Classroom Meetings To Understand Student Values And Perceptions, Stacy Spink

Masters of Education in Teaching and Learning

This study addressed classroom meetings in order to teach social skills and address specific behavior issues. The author was completing a yearlong clinical teaching placement in a kindergarten classroom. The goal of her study was to observe what happens when class meetings are implemented to teach specific problem-areas in the classroom. In the study data was gathered through observations, student surveys, sociograms, and student interviews. The students participated in a class meeting twice a week for about thirty minutes. During the class meetings needed social skills were taught through play and role-playing activities and discussions were had to cooperatively solve ...


Buk Bilong Pikinini Literacy Program Evaluation 2018: Evaluation Report, Dan Cloney, Prue Anderson May 2019

Buk Bilong Pikinini Literacy Program Evaluation 2018: Evaluation Report, Dan Cloney, Prue Anderson

Dr Dan Cloney

Buk bilong Pikinini (BbP) provides access to early childhood education and care (ECEC) programs with a specific focus on English language literacy for children from vulnerable communities in Papua New Guinea. This is highly relevant, given the fact that there is likely an over-representation of illiteracy in disadvantaged households and few opportunities for children within those households to be ready for a school system with English as the language of instruction. Established in 2007, BbP has been in operation for more than 10 years and has opened 17 library sites in that time. This evaluation provides evidence about the likely ...


Advances In Global Education And Research: Volume 3, Waynne B. James, Cihan Cobanoglu May 2019

Advances In Global Education And Research: Volume 3, Waynne B. James, Cihan Cobanoglu

ANAHEI Publishing

This is the third volume of the Advances in Global Education and Research Book Series. This volume has the following parts:

  • Part 1: Adult Education
  • Part 2: Curriculum and Instruction Development
  • Part 3: Education in Other Specialties
  • Part 4: Educational Technology
  • Part 5: Global Competence
  • Part 6: Higher Education and Educational Leadership
  • Part 7: Human Resource Development
  • Part 8: Inclusive Education
  • Part 9: International Education
  • Part 10: Pre K-12
  • Part 11: Research Methods in Education

ISBN: 978-1-7321275-4-8


An Initial Development Of A Hardiness Scale For Elementary School Students, Stephen Ferrara May 2019

An Initial Development Of A Hardiness Scale For Elementary School Students, Stephen Ferrara

Educational Specialist

There are limited studies that have investigated levels of hardiness in children. There is even less information on finding hardiness scales that have been normed on children in elementary school. The purpose of this study was to test the validity and reliability of the Hardiness Scale for Children (HSC), which assesses the three subscales of hardiness: Challenge, Control, and Commitment. 121 elementary school students (2nd-5th grade) were selected to complete the HSC. Their parents were also asked to complete a three-item scale to measure their child’s hardiness. The results indicated that older children tended to give ...


Development Of A School Boredom Proneness Scale For Children, Taylor Carrington May 2019

Development Of A School Boredom Proneness Scale For Children, Taylor Carrington

Educational Specialist

One common phrase heard from students is, “I’m bored.” However, there is no real understanding of what this actually means. In this study, elementary-age students were asked to respond to a newly developed School Boredom Proneness Scale (SBPS) including questions relating to a five-factor model of boredom. Students were also asked to rate how often they become bored at school and how bored they seem compared to classmates. In addition to student responses, parents and teachers were asked to rate how bored they thought the student was, and teachers were additionally asked to rate students’ level of work completion ...


Characteristics Of High Quality Teachers: A Qualitative Phenomenological Study, Kelli Barnett May 2019

Characteristics Of High Quality Teachers: A Qualitative Phenomenological Study, Kelli Barnett

Electronic Theses and Dissertations

A qualitative investigation was conducted to explore the characteristics of high quality teachers. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of people directly identified as high quality teachers by their principals. This study employed processes of data collection commonly used in observational analysis and included the use of interviews found in qualitative design.

The researcher was able to extract meaning using the coding process and the constant comparative method. Information was sorted into themes that supported and aligned with the research questions leading to a deeper understanding of the phenomenon. This ...


School Entry Age And School Readiness., Robin Berry May 2019

School Entry Age And School Readiness., Robin Berry

Electronic Theses and Dissertations

Beginning with the 2017-2018 school year, there was a change in School Entry Age (SEA) legislation. This dissertation analyzed the relationship between SEA and school readiness after the enactment of the new legislation. Hierarchical multiple regression was used to control for student demographics to ascertain the relationship between SEA and school readiness. Findings were as follows: older students scored significantly lower than younger students on the BRIGANCE Kindergarten Screen (BKS), students who had exposure to private child care outside of the home fared much better than students who were kept at home the year prior to kindergarten, and female students ...


Physical Activity Improving Executive Functioning Behaviors In Montessori Children Ages 3-12, Melissa Patten, Amanda Bodden May 2019

Physical Activity Improving Executive Functioning Behaviors In Montessori Children Ages 3-12, Melissa Patten, Amanda Bodden

Masters of Arts in Education Action Research Papers

Executive function refers to the intellectual processes necessary for goal-directed cognition and behavior, which develop across childhood and adolescence. This study focused on the effects of physical activity on concentration and focus, prior to academic lessons, in urban Montessori classrooms ages 3-12. This study was administered for six weeks utilizing a thematic calendar of physical activities. The tools used for data collection were: a pre-dialogue with teachers, pre and post-assessments, control tallies, on and off-task observation counts and a post-satisfaction survey. Movement interventions improved focus and concentration by an average of 27%. The data collected supported our hypothesis that purposeful ...


The Effects Of Implementing Montessori At Home On Children’S Independence And Self-Regulation In A Montessori Classroom, Betty Namuddu, Emily Vance, Victoria Litton May 2019

The Effects Of Implementing Montessori At Home On Children’S Independence And Self-Regulation In A Montessori Classroom, Betty Namuddu, Emily Vance, Victoria Litton

Masters of Arts in Education Action Research Papers

The ultimate goal of Montessori educators is to prepare the child, the whole child. One who is not only excelling academically, but also is independent, a critical thinker, and can collaborate with people from all different walks of life. The role of the Montessori educators is to prepare and guide children to independence, this is an increasingly difficult goal to achieve independence and self-regulation especially in the three to six, and six to nine age group. The Montessori guides have grappled with the disconnect between the home environment and school environment, citing it as the major obstacle to children’s ...