Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies
ERIC Educational Resources Information Center
Linder, Sandra M.; Powers-Costello, Beth; Stegelin, Dolores A.
2011-01-01
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical skills that will be needed later in life. In this article, the authors make a case for
Generative Mechanisms in Early Childhood Interventions: A Confirmatory Research Framework for Prevention.
PubMed
Reynolds, Arthur J; Ou, Suh-Ruu
2016-10-01
This article reviews methodological and analytic approaches and impact evidence for understanding the mechanisms of effects of early childhood interventions, including delinquency and violence prevention. Illustrations from longitudinal studies of preschool preventive interventions are provided. We restrict our attention to preventive interventions for children from birth to age 5, including evidence from the Chicago Longitudinal Study [CLS], which investigates the impact of an established school-based early childhood intervention. Frameworks and evidence will be organized according to the Five-Hypothesis Model [5HM], which postulates that a variety of early childhood interventions impact later well-being through the promotion of cognitive and scholastic advantages, motivational advantages, social adjustment, family support behaviors, and school supports. Recommendations are made for advancing confirmatory approaches for identifying the most effective prevention programs using identification of generative mechanisms as a major methodological criterion.
Generative Mechanisms in Early Childhood Interventions: A Confirmatory Research Framework for Prevention
PubMed Central
Reynolds, Arthur J.; Ou, Suh-Ruu
2015-01-01
This article reviews methodological and analytic approaches, and impact evidence for understanding the mechanisms of effects of early childhood interventions, including delinquency and violence prevention. Illustrations from longitudinal studies of preschool preventive interventions are provided. We restrict our attention to preventive interventions for children from birth to age 5, including evidence from the Chicago Longitudinal Study [CLS], which investigates the impact of an established school-based early childhood intervention. Frameworks and evidence will be organized according to the 5-Hypothesis Model [5HM], which postulates that a variety of early childhood interventions impact later well-being through the promotion of cognitive and scholastic advantages, motivational advantages, social adjustment, family support behaviors, and school supports. Recommendations are made for advancing confirmatory approaches for identifying the most effective prevention programs using identification of generative mechanisms as a major methodological criterion. PMID:26497315
Building Quality Early Childhood Assessment: What Really Matters?
ERIC Educational Resources Information Center
Bailey, Ann Elise
2017-01-01
This research explored the knowledge, skills, and strategies early childhood teachers possess related to implementing curriculum and authentic assessment. Research suggests that early educators rate their knowledge of curriculum and authentic assessment and their implementation of both as excellent. Despite these self-reported, high levels of
The Use of Poetry in a Spiral-Patterned Methodology for Research about Love in Early Childhood
ERIC Educational Resources Information Center
Cousins, Sarah
2017-01-01
Research about love in early childhood education and care is rare. Love is difficult topic to research and write about in scholarly contexts. In order to properly explore love in professional contexts, practitioner narratives on the topic were sought through individual, unstructured interviews. A spiral-patterned methodological approach was
Eco-Early Childhood Education: A New Paradigm of Early Childhood Education in South Korea
ERIC Educational Resources Information Center
Kim, Eunju; Lim, Jaetack
2007-01-01
In the early 1990s, university faculty members, early childhood educators, and preschool teachers in South Korea created a new paradigm for education. Eco-early childhood education uses an ecological point of view to reform existing child-centered education. This perspective proposes moving from child- to life-centered, individual- to
How Early Childhood Educators Are Initally Integrating Tablet Technology in the Curriculum
ERIC Educational Resources Information Center
Leonard, Jessica Alexis
2013-01-01
This qualitative research examined how two early childhood educators initially integrated tablet technology in the curriculum through classroom observation, interviews and a review of documentation. The overall question was: how are early childhood educators initially integrating tablet technologies in the curriculum? The researcher also asked
Second-Language Learning in Early Childhood: Some Thoughts for Practitioners.
ERIC Educational Resources Information Center
McLaughlin, Barry
There is much that can be done in early childhood education programs to foster second language learning in young children. The research literature on early childhood bilingualism clearly indicates that children can learn two languages simultaneously without apparent effort, without cognitive strain or interference in learning either language
Early Childhood Special Education and Early Intervention Personnel Preparation Standards of the Division for Early Childhood: Field Validation
ERIC Educational Resources Information Center
Cochran, Deborah C.; Gallagher, Peggy A.; Stayton, Vicki D.; Dinnebeil, Laurie A.; Lifter, Karin; Chandler, Lynette K.; Christensen, Kimberly A.
2012-01-01
Results of the field validation survey of the revised initial and new advanced Council for Exceptional Children [CEC] Division for Early Childhood [DEC] early childhood special education [ECSE]/early intervention [EI] personnel standards are presented. Personnel standards are used as part of educational accountability systems and in teacher
Early Childhood Predictors of Low-Income Boys Pathways to Antisocial Behavior in Childhood, Adolescence, and Early Adulthood
PubMed Central
Shaw, Daniel S.; Gilliam, Mary
2016-01-01
Guided by a bridging model of pathways leading to low-income boys early-starting and persistent trajectories of antisocial behavior, the current paper reviews evidence supporting the model from early childhood through early adulthood. Using primarily a cohort of 310 low-income boys of families recruited from WIC centers in a large metropolitan area followed from infancy to early adulthood, and smaller cohorts of boys and girls followed through early childhood, we provide evidence supporting the critical role of parenting, maternal depression, and other proximal family risk factors in early childhood that are prospectively linked to trajectories of parent-reported conduct problems in early and middle childhood, youth-reported antisocial behavior during adolescence and early adulthood, as well as court-reported violent offending in adolescence. The findings are discussed in terms of the need to identify at-risk boys in early childhood and methods and platforms for engaging families in health care settings not previously used to implement preventive mental health services. PMID:28026042
Handwriting in Early Childhood Education: Current Research and Future Implications
ERIC Educational Resources Information Center
Dinehart, Laura H.
2015-01-01
Early fine motor writing skills are quickly becoming recognized as an important school readiness skill associated with later academic success [Dinehart and Manfra, 2013; Grissmer etal., 2010; Son and Meisels, 2006]. Yet, little is known about the development of handwriting, the extent to which it is of value in the early childhood classroom and
Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research
ERIC Educational Resources Information Center
Pascal, Chris; Bertram, Tony
2012-01-01
The discipline and practice of participatory, practice-led research has grown rapidly in recent years and it is now widely accepted as making an important and serious contribution to the knowledge base of early childhood. Despite this progress recently we have come to understand that our worldview has needed to shift again in response to the
Nurturing care: promoting early childhood development.
PubMed
Britto, Pia R; Lye, Stephen J; Proulx, Kerrie; Yousafzai, Aisha K; Matthews, Stephen G; Vaivada, Tyler; Perez-Escamilla, Rafael; Rao, Nirmala; Ip, Patrick; Fernald, Lia C H; MacMillan, Harriet; Hanson, Mark; Wachs, Theodore D; Yao, Haogen; Yoshikawa, Hirokazu; Cerezo, Adrian; Leckman, James F; Bhutta, Zulfiqar A
2017-01-07
The UN Sustainable Development Goals provide a historic opportunity to implement interventions, at scale, to promote early childhood development. Although the evidence base for the importance of early childhood development has grown, the research is distributed across sectors, populations, and settings, with diversity noted in both scope and focus. We provide a comprehensive updated analysis of early childhood development interventions across the five sectors of health, nutrition, education, child protection, and social protection. Our review concludes that to make interventions successful, smart, and sustainable, they need to be implemented as multi-sectoral intervention packages anchored in nurturing care. The recommendations emphasise that intervention packages should be applied at developmentally appropriate times during the life course, target multiple risks, and build on existing delivery platforms for feasibility of scale-up. While interventions will continue to improve with the growth of developmental science, the evidence now strongly suggests that parents, caregivers, and families need to be supported in providing nurturing care and protection in order for young children to achieve their developmental potential. Copyright © 2017 Elsevier Ltd. All rights reserved.
Advancing Early Childhood Development: from Science to Scale 1
PubMed Central
Black, Maureen M; Walker, Susan P; Fernald, Lia C H; Andersen, Christopher T; DiGirolamo, Ann M; Lu, Chunling; McCoy, Dana C; Fink, Günther; Shawar, Yusra R; Shiffman, Prof Jeremy; Devercelli, Amanda E; Wodon, Quentin T; Vargas-Barón, Emily; Grantham-McGregor, Sally
2018-01-01
Early childhood development programmes vary in coordination and quality, with inadequate and inequitable access, especially for children younger than 3 years. New estimates, based on proxy measures of stunting and poverty, indicate that 250 million children [43%] younger than 5 years in low-income and middle-income countries are at risk of not reaching their developmental potential. There is therefore an urgent need to increase multisectoral coverage of quality programming that incorporates health, nutrition, security and safety, responsive caregiving, and early learning. Equitable early childhood policies and programmes are crucial for meeting Sustainable Development Goals, and for children to develop the intellectual skills, creativity, and wellbeing required to become healthy and productive adults. In this paper, the first in a three part Series on early childhood development, we examine recent scientific progress and global commitments to early childhood development. Research, programmes, and policies have advanced substantially since 2000, with new neuroscientific evidence linking early adversity and nurturing care with brain development and function throughout the life course. PMID:27717614
How Early Childhood Teachers Perceive the Educational Needs of Military Dependent Children
ERIC Educational Resources Information Center
Stites, Michele L.
2016-01-01
Military dependent children remain a largely unexplored subject, particularly in early childhood education. In an effort to fill the gap in the current literature, this research study focuses on how early childhood teachers perceive the educational needs of military dependent children. Previous research in the areas of geographic mobility,
EARLY CHILDHOOD PREDICTORS OF LOW-INCOME BOYS' PATHWAYS TO ANTISOCIAL BEHAVIOR IN CHILDHOOD, ADOLESCENCE, AND EARLY ADULTHOOD.
PubMed
Shaw, Daniel S; Gilliam, Mary
2017-01-01
Guided by a bridging model of pathways leading to low-income boys' early starting and persistent trajectories of antisocial behavior, the current article reviews evidence supporting the model from early childhood through early adulthood. Using primarily a cohort of 310 low-income boys of families recruited from Women, Infants, and Children Nutrition Supplement centers in a large metropolitan area followed from infancy to early adulthood and a smaller cohort of boys and girls followed through early childhood, we provide evidence supporting the critical role of parenting, maternal depression, and other proximal family risk factors in early childhood that are prospectively linked to trajectories of parent-reported conduct problems in early and middle childhood, youth-reported antisocial behavior during adolescence and early adulthood, and court-reported violent offending in adolescence. The findings are discussed in terms of the need to identify at-risk boys in early childhood and methods and platforms for engaging families in healthcare settings not previously used to implement preventive mental health services. © 2016 Michigan Association for Infant Mental Health.
[Air pollutant exposure during pregnancy and fetal and early childhood development. Research protocol of the INMA [Childhood and Environment Project]].
PubMed
Esplugues, Ana; Fernández-Patier, Rosalía; Aguilera, Inma; Iñíguez, Carmen; García Dos Santos, Saúl; Aguirre Alfaro, Amelia; Lacasaña, Marina; Estarlich, Marisa; Grimalt, Joan O; Fernández, Marieta; Rebagliato, Marisa; Sala, María; Tardón, Adonina; Torrent, Maties; Martínez, María Dolores; Ribas-Fitó, Núria; Sunyer, Jordi; Ballester, Ferran
2007-01-01
The INMA [INfancia y Medio Ambiente [Spanish for Environment and Childhood]] project is a cooperative research network. This project aims to study the effects of environment and diet on fetal and early childhood development. This article aims to present the air pollutant exposure protocol during pregnancy and fetal and early childhood development of the INMA project. The information to assess air pollutant exposure during pregnancy is based on outdoor measurement of air pollutants [nitrogen dioxide [NO2], volatile organic compounds [VOC], ozone, particulate matter [PM10, PM2,5 ] and of their composition [polycyclic aromatic hydrocarbons]]; measurement of indoor and personal exposure [VOC and NO2]; urinary measurement of a biological marker of hydrocarbon exposure [1-hydroxypyrene]; and data gathered by questionnaires and geographic information systems. These data allow individual air pollutant exposure indexes to be developed, which can then be used to analyze the possible effects of exposure on fetal development and child health. This protocol and the type of study allow an approximation to individual air pollutant exposure to be obtained. Finally, the large number of participants [N = 4,000], as well as their geographic and social diversity, increases the study's potential.
Early Childhood Workforce Index, 2016
ERIC Educational Resources Information Center
Whitebook, Marcy; McLean, Caitlin; Austin, Lea J. E.
2016-01-01
The State of the Early Childhood Workforce [SECW] Initiative is a groundbreaking multi-year project to shine a steady spotlight on the nation's early childhood workforce. The SECW Initiative is designed to challenge entrenched ideas and policies that maintain an inequitable and inadequate status quo for early educators and for the children and
Early Childhood Care and Education in Kenya
ERIC Educational Resources Information Center
Mbugua, Tata J.
2004-01-01
Recent years have seen a global endeavor to prioritize early childhood care and education as a foundation for later learning and development, as evidenced by the Global Guidelines for Early Childhood Education and Care in the 21st Century [Association for Childhood Education International/World Organization for Early Childhood, 1999]. Such efforts
The Development of an Early Childhood Teacher Research Collaborative
ERIC Educational Resources Information Center
Goldhaber, Jeanne
2007-01-01
This article investigates young children's understanding of and relationships to their communities and the natural world. Inspired by the pedagogy of Reggio Emilia [Edwards, Gandini, & Forman, 1998] and guided by the concept of documentation as a cycle of inquiry [Gandini & Goldhaber, 2001], a group of early childhood educators from across