Early Childhood Education Commons^™

How And Why Foster Care Impacts Maltreated Youths' School Performance, Mallory Constantine

Lincy Institute Events

Youth mistreated within the foster care system are more likely to miss school as compared to non-maltreated peers. A single report of child maltreatment has a rapid and negative effect on school attendance and causes serious, long-term effects on school performance. A report of maltreatment substantiated by the department of family and child services removes a youth from a foster home and places the child in an alternative setting. These disruptions in foster care often result in additional problems with school behavior, achievement, and attendance. This lecture will explore how disruptions in foster care affect school behavior and performance and …

Social Emotional Learning For Students In Schools And Communities, Gisselle Villar

Senior Capstone Papers

The goal of the educational approach known as Social and Emotional Learning (SEL) is to integrate these skills regarding SEL to be implemented in the school curriculum. In addition to emphasizing students’ abilities, education helps students build the kind of brains needed to acquire everyday tasks. The goal of this proposal is to help students develop a feeling of self-worth and awareness so they can connect and communicate honestly with one another. Schools will witness a significant shift in the lives of their students and the way teachers instruct once this learning is implemented. When this knowledge is successfully applied …

Interpersonal Violence And The Impact On Children’S Educational Outcomes, Samantha Hurst

Senior Capstone Papers

This capstone explores the complex topic of interpersonal violence which impacts children in the home and their school outcomes. Understanding children who are not getting their emotional or physical needs met could have a harder time focusing, staying awake, or being present in the classroom is incredibly important. This paper examines the pre-existing literature on the topic of how children react to interpersonal violence and how punishment in schools can affect academic outcomes. A solution is proposed for teachers to be taught trauma informed care to increase empathy towards students and decrease behavioral suspensions. Trauma informed care can mitigate partial …

Unlv Mental Health Initiatives: Unifying Through Innovation And Collaboration, The Lincy Institute, Unlv Practice, Behere Nv, Unlv Department Of Psychology

Lincy Institute Events

Nevada persistently ranks at or near the bottom in the country for overall access to mental health services despite the need (Mental Health America, 2015-2023). UNLV faculty are developing initiatives to change this unacceptable situation. The Lincy Institute, in partnership with UNLV PRACTICE, BeHERE Nevada, and researchers from the Department of Psychology, offered a community forum showcasing three mental health initiatives harnessing faculty collaboration and innovation to drive overdue changes in Nevada’s mental-health landscape. Following the presentations policymakers engaged in open discussion with UNLV presenters and the audience. The three main initiatives showcased in this forum …

Early Childhood Intervention For The Poor: Long Term Outcomes, Alison Andrew, Orazio Attanasio, Britta Augsburg, Lina Cardosa, Monimalika Day, Michele Giannola, Sally Grantham-Mcgregor, Pamela Jervis, Costas Meghir, Marta Rubio Codina

Discussion Papers

Early childhood interventions aim to promote skill acquisition and poverty reduction. While their short-term success is well established, research on longer-term effectiveness is scarce, particularly in LDCs. We present results of a randomized scalable intervention in India, that affected developmental outcomes in the short-term, including cognition (0.36 SD p=0.005), receptive language (0.26 SD p=0.03) and expressive language (0.21 SD p=0.03). After 4.5 years, when the children were on average 7.5 years old, IQ was no longer affected, but impacts persisted relative to the control group in numeracy (0.330 SD, p=0.007) and literacy (0.272 SD, p=0.064) driven by the most disadvantaged.

A Framework For Deepening Racial Equity In Prenatal-Grade Three Systems: Lessons From A 10-Year Reflective Case Study, Beth L. Green, Lindsey B. Patterson, Caitlin R. Houser

Center for Improvement of Child and Family Services Publications

This paper uses a reflective, retrospective case study methodology to analyze data from a 10-year University-Community partnership focused on supporting implementation and improvement of a Prenatal-Grade 3 (P3) system in an elementary school. Using a framework for centering equity in Collective Impact approaches, we analyze the steps we took as research partners/program evaluators to address racial and other inequities while highlighting missed opportunities to better center racial equity in the evaluation and P3 Initiative work. Through our analysis, we seek to identify where and how racial inequities surfaced, to describe how systemic racism influenced the evaluation and P3 Initiative process, …

Generations Growing Together: Intergenerational Learning As A Pedagogical Strategy In Early Childhood Education And Care Services. A Handbook For Practitioners And Trainers, Anne Fitzpatrick

Books/Book chapters

Despite being the oldest form of learning, IGL has declined steadily over time due to wide-ranging social, cultural, economic and demographic changes. Children in the Western world are growing up in smaller, geographically dispersed family circles and, consequently, have fewer opportunities to interact with different age groups and to see themselves as part of a multigenerational society. Older people are living longer, yet are frequently separated from their families by distance, migration and family breakdown and, more recently, by COVID-19. Additionally, with the increasing attendance at age-segregated services, including preschools and care homes, traditional places and opportunities for age groups …

沒有年齡的課室 : 成效評估研究報告, Meng Soi, Florence Fong, Chak Kwan, Dickon Chan, Ka Hing, Calvin Lau, Ka Chung, Tom Kwong

APIAS Research Report 研究報告

背景

香港人口老齡化的趨勢持續加劇，傳統的家庭照顧模式已難以滿足老年人和幼童在身心發展上的需求，需要探索新的跨代互助模式。因此，和悅社會企業於2023 年夏季舉辦了一項名為「沒有年齡的課室」的計劃（以下簡稱「計劃」/「課程」）。該課程旨在為長者及幼童提供共學的機會，推動跨代連結與互惠。為了更客觀地檢視「沒有年齡的課室」的實施情況與成效，以及探討在香港推行跨代共學的可行性，和悅社會企業委託嶺南大學亞太老年學研究中心對該課程進行了評估研究，並撰寫了此報告以供相關持分者參考。

研究方法

2. 研究採用定量研究及定性研究的數據收集和分析的混合研究法 (Mixed Methods) 進行。除了透過問卷調查和聚焦小組去收集參加者對課程的看法外，同時分析課程的數據、進行實地觀察，以及檢視相關文獻資料，從而更全面地瞭解整個課程的實施情況、對參與者的影響，以及探討計劃未來的發展方向。

研究結果

3. 本研究於2023年6月至9月期間成功對實驗組及對照組參加者進行了兩輪問卷調查，收集參加者的意見。調查結果顯示，長者及幼童的家長讓他們的孩子參與計劃的最主要原因是為了「想學習新知識 」(長者學員：72%；幼童：73%)，其次為「進行跨代接觸交流」 (長者學員：60%；幼童家長：54%)，第三個主要原因是可以「嘗試新事物」(長者學員：40%；幼童：54%)，以及可以「認識新朋友」 (長者學員：36%；幼童家長：50%)。至於計劃對參加者的影響方面，本研究透過比較實驗組 (即參加「沒有年齡的課室」的長者及幼童學員) 與對照組 (即課程無長幼共學成份)參加者在對雙方態度、自尊心及自信、社交技巧等方面的前後變化。從分析結果顯示，長幼學員在修畢本課程後，對彼此的態度 (長者學員對幼童態度：實驗組增長17%，對照組下降1%；幼童學員對長者態度：實驗組增長19%，對照組增長7%) 及幼童學員的社交技巧 (實驗組增長9%，對照組增長1%) 之增長達統計學顯著程度，足見本課程成功透過長幼共學的方式去改善長幼對彼此的觀感和態度。至於對課程的體驗方面，長者學員及幼童學員之家長均給予高度評價和評分，以1-7分為量表去評價，參加者普遍對課程感到十分滿意 (長者學員：平均分為6.07分；幼童學員：6.29分)、並表示若和悅社會企業日後舉行類似課程會再次參加(長者學員：平均分為5.33分；幼童學員：6.41分) 和向別人推薦此類課程 (長者學員：平均分為5.33分；幼童學員：6.29分)。概括而言，從統計結果反映了課程為參加者帶來很多正面影響，特別是長者或幼童態度之改善比沒有跨代共學成份的課程更為顯著。

4. 此外，本研究邀請了參與課程的長者、幼童家長、和推行「沒有年齡的課室」計劃的同工進行了3 場聚焦小組以深化對問卷調查結果，並進一步探討可如何改善計劃之推行及在社區推廣跨代共學的模式。從結果顯示，長幼學員透過參與本課程互相接觸及互動，增加彼此了解，使彼此的觀感及態度亦變得正面，達到促進跨代共融的目標。同時，幼童的社交技巧、接觸長者的動機及幼童的個人成長亦有所提升。長幼學員、課程導師及項目統籌人員均表示參加者能愉快地學習和十分享受參與本課程。

5. 從不同的的數據作綜合分析，促進「沒有年齡的課室」的成功因素包括: (i) 1對1的長幼配對，增加長幼學員之互動機會以便建立互信關係以及日後的情感聯繫； (ii) 課程時間節數安排要配合幼童的學習時間表 (如與暑假活動分開、每堂時數能讓幼童學員專心等) ；及 (iii) 招募適合的參加者，以其年齡、興趣喜好及性別進行配對 (如女性參加者明顯更為適合參與此類以幼童為對象的活動計劃)。

6. 關於課程的未來發展，研究建議推行機構可考慮以下5 個要點：(i) 除以1對1長幼配對外，亦可考慮同時加入1位長者對數名幼童，或1名幼童對數名長者的混合模式，這樣可以增加長幼學員與不同參加者的互動機會，進一步培養社交技巧；(ii) 可增加針對長者學員的課程內容 ，讓長者以學生身份投入各個課程活動；(iii) 讓一些能力比較高的長者參與課程設計及教材 (如讓長者準備自己過去相片與幼童分享過去時代點滴生活)，為長者充權；(iv) 微調課堂時間以配合長者的活動時間表 (如可參考現時日間長者中心的活動時間)；及 (v) 增加人手安排編制至5至8人，以便在推行活動過程中提供適時的支援 (如增設社工以應付課堂上幼童學員突發的情緒問題)。

總結

7. 綜合各種數數據證明「沒有年齡的課室」有效促進跨代共學與互助，為長者建立正面形象、提升他們的生活質素、亦能令幼童認識如何與長者溝通，改善社交技巧以及提升自尊感等。因此，其他長者服務機構、企業及教育團體可以仿傚此活動，在幼稚園 (即幼兒期) 便引入跨代共學的元素，促進代際間情感、知識與文化的傳遞，重塑「老吾老以及人之老，幼吾幼以及人之幼」的價值觀，建立一個強調代間互助和共融的社會。

The Assessment Of The Program Theory And Processes Of Books For Keeps’ Literacy Mentoring Program, Allison Shaw

Graduate Research Showcase

The significance of reading proficiency is frequently emphasized by the time a student reaches the third grade. Third-grade reading proficiency serves as a crucial indicator of a student's potential success in high school and beyond, including college. Research indicates that a failure to attain grade-level reading proficiency by the third grade correlates with increased challenges in comprehending educational requirements and meeting the demands necessary for graduation.

This study focuses on the Books for Keeps Literacy Mentoring Program in Athens, Georgia, which is designed to cultivate supportive relationships between mentors and students, fostering enthusiasm for reading. The examination of the program …