Early Childhood Teachers' Beliefs about Readiness for Teaching Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Park, Mi-Hwa; Dimitrov, Dimiter M.; Patterson, Lynn G.; Park, Do-Yong

2017-01-01

The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent…

Early Mathematics Achievement Trajectories: English-Language Learner and Native English-Speaker Estimates, Using the Early Childhood Longitudinal Survey

PubMed Central

Roberts, Greg; Bryant, Diane

2012-01-01

This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998 –1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient students and within different primary language groups, and (d) estimate language-group trends in specific mathematics skill areas. The group of English-language proficient English-language learners (ELLs) was disaggregated into native Spanish speakers and native speakers of Asian languages, the 2 most prevalent groups of ELLs in the United States. Results of multilevel latent variable growth modeling suggest that primary language may be less salient than SES in explaining the mathematics achievement of English-language proficient ELLs. The study also found that mathematics-related school readiness is a key factor in explaining subsequent achievement differences and that the readiness gap is prevalent across the range of mathematics-related skills. PMID:21574702

Social and Emotional Characteristics and Early Childhood Mathematical and Literacy Giftedness: Observations From Parents and Childcare Providers Using the ECLS-B

ERIC Educational Resources Information Center

Wilson, Hope E.

2015-01-01

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability…

Subitizing and Early Mathematics Standards: A Winning Combination

ERIC Educational Resources Information Center

Conderman, Greg; Jung, Myoungwhon; Hartman, Paula

2014-01-01

In early childhood and primary (PreK-2) grades, subitizing is a critical skill that helps children meet early mathematics standards. Discover ways teachers can infuse this critical skill into their math curriculum.

Connective Intelligence for Childhood Mathematics Education

ERIC Educational Resources Information Center

Novo, María-Luisa; Alsina, Ángel; Marbán, José-María; Berciano, Ainhoa

2017-01-01

The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a…

Race/Ethnicity and Early Mathematics Skills: Relations between Home, Classroom, and Mathematics Achievement

ERIC Educational Resources Information Center

Sonnenschein, Susan; Galindo, Claudia

2015-01-01

This study used Early Childhood Longitudinal Study-Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7-8…

The Integrated Early Childhood Curriculum.

ERIC Educational Resources Information Center

Krogh, Suzanne

This textbook provides an outline of an integrated curriculum for early childhood education. Part 1 discusses the human element in school: the child and the teacher and child development. Part 2 contains the curriculum itself and covers the subjects of language, mathematics, science, social studies, art, music, and movement. Guidelines provide…

The Effect of Curriculum-Generated Play Instruction on the Mathematics Teaching Efficacies of Early Childhood Education Pre-Service Teachers

ERIC Educational Resources Information Center

Sancar-Tokmak, Hatice

2015-01-01

This study aimed to investigate the effect of curriculum-generated play instruction on the mathematics teaching efficacy of early childhood education pre-service teachers. The study used a one group pre-test/post-test experimental research design, supported by a qualitative approach. The participants of the study consisted of 35 pre-service…

34 CFR 674.58 - Cancellation for service in an early childhood education program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false Cancellation for service in an early childhood... Cancellation § 674.58 Cancellation for service in an early childhood education program. (a)(1) An institution... addresses the children's cognitive (including language, early literacy, and early mathematics), social...

34 CFR 674.58 - Cancellation for service in an early childhood education program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... addresses the children's cognitive (including language, early literacy, and early mathematics), social... 34 Education 3 2010-07-01 2010-07-01 false Cancellation for service in an early childhood... Cancellation § 674.58 Cancellation for service in an early childhood education program. (a)(1) An institution...

Analyses of Children's Mathematics Proficiency from ECLS-K 1998 and 2010 Cohorts: Why Early Mathematics?

ERIC Educational Resources Information Center

Lee, Joohi; Pant, Mohan D.

2017-01-01

This article presents the correlation analyses of mathematics item response theory scores from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 and 2010 data, and proposes the critical need for systematic efforts to improve the quality of pre- and in-service teachers of young children in teaching mathematics.

Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration

ERIC Educational Resources Information Center

Kalchman, Mindy; Kozoll, Richard H.

2017-01-01

Methods for teaching early childhood mathematics and science are often addressed in a single, dual-content course. Approaches to teaching this type of course include integrating the content and the pedagogy of both subjects, or keeping the subject areas distinct. In this article, the authors discuss and illustrate their approach to such a combined…

How Important Is Where You Start? Early Mathematics Knowledge and Later School Success

ERIC Educational Resources Information Center

Claessens, Amy; Engel, Mimi

2013-01-01

Background: Children's early skills are essential for their later success in school. Recent evidence highlights the importance of early mathematics, relative to reading and socioemotional skills, for elementary school achievement. Key advocacy groups for both early childhood and mathematics education have issued position statements on the…

"Let's Count": Improving Community Approaches to Early Years Mathematics Learning, Teaching and Dispositions through Noticing, Exploring and Talking about Mathematics

ERIC Educational Resources Information Center

Perry, Bob; Hampshire, Ann; Gervaxoni, Ann; O'Neill, Will

2016-01-01

"Let's Count" is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disdvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Early Years Learning Framework. Let's Count has been shown to be effective…

Early Childhood Mathematics Education: The Critical Issue Is Change

ERIC Educational Resources Information Center

Hachey, Alyse C.

2013-01-01

In this response to commentaries, the author states that she chose the term "revolution" because it comes from the Latin word "revolutio," which means "a turn around." Leading researchers in the early 20th century were advocating that young children were mathematically inept and that mathematics education was useless before elementary school…

Early childhood mathematics intervention.

PubMed

Clements, Douglas H; Sarama, Julie

2011-08-19

Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.

Early Childhood Numeracy in a Multiage Setting

ERIC Educational Resources Information Center

Wood, Karen; Frid, Sandra

2005-01-01

This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings. Video and audio transcripts were analysed using a mathematical discourse and social…

"Let's Count": Evaluation of a Pilot Early Mathematics Program in Low Socioeconomic Locations in Australia

ERIC Educational Resources Information Center

Perry, Bob; Gervasoni, Ann; Dockett, Sue

2012-01-01

The "Let's Count" pilot early mathematics program was implemented in five early childhood educational contexts across Australia during 2011. The program used specifically formulated materials and workshops to enlist the assistance of early childhood educators to work with parents and other family members of children in their settings to…

An Early Mathematical Patterning Assessment: identifying young Australian Indigenous children's patterning skills

NASA Astrophysics Data System (ADS)

Papic, Marina

2015-12-01

This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to 5 years in the year prior to formal school. Two hundred and seventeen assessments indicated that the young low socioeconomic and predominantly Australian Indigenous children in the study group had varied patterning and counting skills. Three percent of the study group was able to consistently copy and draw an ABABAB pattern made with coloured blocks. Fifty percent could count to six by ones and count out six items with 4 % of the total group able to identify six items presented in regular formations without counting. The integration of patterning into early mathematics learning is critical to the abstraction of mathematical ideas and relationships and to the development of mathematical reasoning in young children. By using the insights into the children's thinking that the EMPA tool provides, early childhood educators can better inform mathematics teaching and learning and so help close the persistent gap in numeracy between Indigenous and non-Indigenous children.

The Use of Concrete Experiences in Early Childhood Mathematics Instruction.

PubMed

Baroody, Arthur J

2017-01-01

Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experience. Such experiences are worthwhile if they target and further learning (e.g., help children extend their informal knowledge or use their informal knowledge to understand and learn formal knowledge). A crucial guideline for the effective use of concrete experience is Dewey's principle of interaction-external factors (e.g., instructional activities) need to mesh with internal factors (readiness, interest). Cognitive views of concrete materials, such as the cognitive alignment perspective and dual-representation hypothesis, provide useful guidance about external factors but do not adequately take into account internal factors and their interaction with external factors. Research on the effectiveness of concrete experience is inconclusive because it frequently overlooks internal factors. © 2017 Elsevier Inc. All rights reserved.

Interventions in Early Mathematics: Avoiding Pollution and Dilution.

PubMed

Sarama, Julie; Clements, Douglas H

2017-01-01

Although specific interventions in early mathematics have been successful, few have been brought to scale successfully, especially across the challenging diversity of populations and contexts in the early childhood system in the United States. In this chapter, we analyze a theoretically based scale-up model for early mathematics that was designed to avoid the pollution and dilution that often plagues efforts to achieve broad success. We elaborate the theoretical framework by noting the junctures that are susceptible to dilution or pollution. Then we expatiate the model's guidelines to describe specifically how they were designed and implemented to mitigate pollution and dilution. Finally, we provide evidence regarding the success of these efforts. © 2017 Elsevier Inc. All rights reserved.

Recent Coverage of Early Childhood Education Approaches in Open Access Early Childhood Journals

ERIC Educational Resources Information Center

Keskin, Burhanettin

2016-01-01

A content analysis of the coverage of the major approaches to early childhood education in the early childhood research journals, published between 2010 and 2014, that are early childhood research oriented and have free online access were investigated. Among 21 journals in early childhood education, two journals were selected for the content…

Early Childhood Mathematics.

ERIC Educational Resources Information Center

Smith, Susan Sperry

Most experts believe that young children possess a substantial amount of informal knowledge about mathematics. The teacher's role is to create a link between children's ability to use informal math and the ability to understand the more formal math taught in elementary school. Teachers must help children construct and elaborate upon what they…

A Study of the Relationship between Early Childhood Program Attributes and Early Childhood Reading Achievement

ERIC Educational Resources Information Center

Washington, Novella M.

2012-01-01

This quantitative correlational study focuses on the relationship between early childhood program attributes and early childhood reading success. Data will be gathered from early childhood sites with grades prekindergarten through second grade in which early childhood program attributes exist and early childhood reading is measured by the…

Fadeout in an Early Mathematics Intervention: Constraining Content or Preexisting Differences?

ERIC Educational Resources Information Center

Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie S.

2016-01-01

A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of…

The DREME Network: Research and Interventions in Early Childhood Mathematics.

PubMed

Day-Hess, Crystal; Clements, Douglas H

2017-01-01

The DREME Network was created to advance the field of early mathematics research and improves the opportunities to develop math competencies offered to children birth through age 8 years, with an emphasis on the preschool years. All four main Network projects will have implications for interventions. Section 1 introduces the Network and its four projects. The remainder of the chapter focuses on one of these four projects, Making More of Math (MMM), in depth. MMM is directly developing an intervention for children, based on selecting high-quality instructional activities culled from the burgeoning curriculum resources. We first report a review of 457 activities from 6 research-based curricula, which describes the number of activities by content focus, type (nature), and setting of each activity. Given the interest in higher-order thinking skills and self-regulation, we then identified activities that had the potential to, develop both mathematics and executive function (EF) proficiencies. We rated these, selecting the top 10 for extensive coding by mathematics content and EF processes addressed. We find a wide divergence across curricula in all these categories and provide comprehensive reports for those interested in selecting, using, or developing early mathematics curricula. © 2017 Elsevier Inc. All rights reserved.

Height gain during early childhood is an important predictor of schooling and mathematics ability outcomes.

PubMed

Gandhi, Mihir; Ashorn, Per; Maleta, Kenneth; Teivaanmäki, Tiina; Duan, Xiaolian; Cheung, Yin Bun

2011-08-01

To examine the association between height gain at different stages of early childhood and schooling and cognitive outcomes in 12-year-old Malawian children. A prospective cohort study looking at the growth and development of 325 rural Malawian children. Main outcome measures were highest school grade completed, number of times repeating grades and percentage of correctly answered mathematical questions at 12 years of age. Height-for-age at 1 month and conditional height gain for 6, 18 and 60 months were used as predictors. Ordinal logistic and linear regression analyses were used to estimate the association and adjust for confounder. The conditional height gain during 18-60 months was positively associated with mathematics test results (p=0.003) and negatively associated with number of times repeating grades (p=0.011). It was not significantly associated with highest grade completed (p=0.194) if those who never attended school were included as having completed zero grade, but was positively (p=0.049) associated with this outcome among those who ever attended school. Height gain during the 18-60 months period of age was related to schooling and mathematics ability at age 12 years. The importance of promoting catch-up growth after the period when stunting is common should receive attention. © 2011 The Author(s)/Acta Paediatrica © 2011 Foundation Acta Paediatrica.

Fall Activities for the Early Childhood and Special Education Classroom.

ERIC Educational Resources Information Center

Denton, Penny

Designed for teachers of early childhood or special education students, this guide contains instructions and illustrations for classroom activities for the months of September, October, and November. Most of the activities involve art projects and many incorporate teaching in other subject areas such as mathematics, language arts, science, and…

Coaching in Early Mathematics.

PubMed

Germeroth, Carrie; Sarama, Julie

2017-01-01

Falling scores in math have prompted a renewed interest in math instruction at early ages. By their own admission, early childhood educators are generally underprepared and not always comfortable teaching math. Professional development (PD) in early mathematics is widely considered a main way to increase teachers' skills and efficacy (e.g., Guskey, 2000; Hyson & Woods, 2014; Munby, Russell, & Martin, 2001; Piasta, Logan, Pelatti, Capps, & Petrill, 2015; Richardson & Placier, 2001; Sarama, Clements, Wolfe, & Spitler, 2016; Sarama & DiBiase, 2004; Zaslow, 2014). However, it has been documented that stand-alone PD is not as effective in changing practice (e.g., Biancarosa & Bryk, 2011; Garet et al., 2008; Guskey, 2000; Hyson & Woods, 2014; Institute of Medicine and National Research Council, 2015; Joyce & Showers, 2002; Zaslow, 2014). Site-embedded ongoing support in the form of coaching or mentoring has been shown to be critical for successful implementation (Neuman & Cunningham, 2009; Powell, Diamond, Burchinal, & Koehler, 2010). In this chapter, we describe coaching models and abstract characteristics of effective coaching from the research. With this background, we provide an in-depth view of the coaching aspect of two large empirical studies in early mathematics. We introduce the theoretical framework from which the coaching models for these projects were developed and describe the research on which they were based. We then summarize how the planned models were instantiated and challenges to their implementation within each project. In the final section, we summarize what we have learned and described implications and challenges for the field. © 2017 Elsevier Inc. All rights reserved.

Intersections: Feminisms/Early Childhoods. Rethinking Childhood, Volume 3.

ERIC Educational Resources Information Center

Hauser, Mary E., Ed.; Jipson, Janice A., Ed.

Through personal narrative and scholarly reflection, this book examines the foundations of early childhood education, contemporary curricular and pedagogical practice in early childhood education, and critical issues affecting the multiple worlds of childhood. Essays by individual contributors are linked by contributors' conversations. An…

Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

ERIC Educational Resources Information Center

Bates, Alan B.; Latham, Nancy; Kim, Jin-ah

2011-01-01

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…

Quality of both parents' cognitive guidance and quantity of early childhood education: Influences on pre-mathematical development.

PubMed

Sorariutta, Anne; Silvén, Maarit

2018-06-01

Only a handful of longitudinal studies have explored the effects of both parents in early parenthood on children's cognitive development, and no study has controlled for simultaneous early childhood education and care (ECEC) experiences. To examine the similarity of each parent's cognitive guidance and contribution to children's pre-mathematical outcomes across parent gender while controlling for amount of ECEC. A longitudinal study on 66 Finnish two-parent families and their children. Both parents' autonomy support and scaffolding behaviour were observed during play interactions with the child at 2;0. Children's numerical and spatial skills were tested at 3;0 and 4;0. Parental reports on amount of ECEC in months were collected at 2;0, 3;0, and 4;0. The two parenting constructs were conceptually similar across parent gender as demonstrated by fairly strong measurement equivalence. While mothers on average showed more scaffolding and equal amounts of autonomy support compared to fathers during play interaction, they displayed less variability in the former and more variability in the latter behaviour. The contribution of mothers' and fathers' cognitive guidance was more similar for children's numerical than spatial development. Both parents' education positively predicted autonomy support but not amount of ECEC exposure, which was positively related to numerical development. As expected, parents' education did not predict ECEC exposure, and child gender was not related to child outcomes. The findings are discussed in relation to measurement invariance and gender-neutral parenting in the context of early childhood. © 2018 The British Psychological Society.

Early Childhood Education.

ERIC Educational Resources Information Center

Elkind, David

In five sections, this paper explores dimensions of early childhood education: schooling generally construed as nonparental instruction in knowledge, values, and skills. Section 1 looks at some of the factors which have contributed to the rapid growth of early childhood education in modern times. Section 2 briefly highlights the contributions of…

Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children's literature.

PubMed

Flevares, Lucia M; Schiff, Jamie R

2014-01-01

In the past 25 years an identifiable interest in using children's literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children's mathematics learning and interest have been documented (Hong, 1996; O'Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children's understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children's literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children's books in mathematics activities and for teacher training.

Reframing Early Childhood Leadership

ERIC Educational Resources Information Center

Stamopoulos, Elizabeth

2012-01-01

Rapid changes in Australian education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian "National Quality Framework" (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the "National Early Years Learning Framework"…

Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics

ERIC Educational Resources Information Center

Graue, Elizabeth; Karabon, Anne; Delaney, Katherine Kresin; Whyte, Kristin; Kim, Jiwon; Wager, Anita

2015-01-01

This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We…

Early Childhood Systems: Transforming Early Learning

ERIC Educational Resources Information Center

Kagan, Sharon Lynn, Ed.; Kauertz, Kristie, Ed.

2012-01-01

In this seminal volume, leading authorities strategize about how to create early childhood systems that transcend politics and economics to serve the needs of all young children. The authors offer different interpretations of the nature of early childhood systems, discuss the elements necessary to support their development, and examine how…

Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories

ERIC Educational Resources Information Center

Stipek, Deborah; Valentino, Rachel A.

2015-01-01

Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more…

Clarifying Parent-Child Reciprocities during Early Childhood: The Early Childhood Coercion Model

ERIC Educational Resources Information Center

Scaramella, Laura V.; Leve, Leslie D.

2004-01-01

Consistent with existing theory, the quality of parent-child interactions during early childhood affects children's social relationships and behavioral adjustment during middle childhood and adolescence. Harsh parenting and a propensity toward emotional overarousal interact very early in life to affect risk for later conduct problems. Less…

Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children’s literature

PubMed Central

Flevares, Lucia M.; Schiff, Jamie R.

2014-01-01

In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented (Hong, 1996; O’Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children’s literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children’s books in mathematics activities and for teacher training. PMID:24904475

An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood

ERIC Educational Resources Information Center

Kilday, Carolyn R.; Kinzie, Mable B.

2009-01-01

The evaluation of teaching quality in mathematics has become increasingly important following research reports indicating that preschoolers are developmentally able to engage in mathematic thought and that child performance in mathematics at this level is a strong predictor of later school achievement. As attention turns to early mathematics…

Contemporary Perspectives on Early Childhood Curriculum. Contemporary Perspectives in Early Childhood Education.

ERIC Educational Resources Information Center

Saracho, Olivia N. Ed.; Spodek, Bernard, Ed.

Noting that the curriculum in early childhood education is dramatically different from that at other levels of education, this volume seeks to clarify some of the issues related to early childhood curriculum development and its bases in both personal knowledge and knowledge from the different disciplines to achieve a "balanced curriculum."…

Indicators of Access to Early Childhood Services in the Mississippi Delta. Rural Early Childhood Report No. 5

ERIC Educational Resources Information Center

Shores, Elizabeth F.; Barbaro, Erin; Barbaro, Michael C.; Flenner, Michelle; Bell, Lynn

2007-01-01

The Early Childhood Atlas facilitates spatial analysis in early childhood services research for the promotion of greater quality and accessibility of early care and education. The Atlas team collects and geocodes federal, state and nongovernmental datasets about early childhood services, integrating selected data elements into its online mapmaking…

The Design and Validation of an Early Childhood STEM Classroom Observational Protocol

ERIC Educational Resources Information Center

Milford, Todd; Tippett, Christine

2015-01-01

Across K-12 education, there has been recent attention to the learning opportunities available to students in science, technology, engineering, and mathematics (STEM) learning. Early childhood education (ECE) has been excluded from this process. The scholarly literature contains good evidence for including science teaching and learning at the ECE…

The Early Childhood Mathematics Education Revolution

ERIC Educational Resources Information Center

Hachey, Alyse C.

2013-01-01

Research Findings: We are in the midst of a revolution. Prior to the onset of the 21st century, mathematics education in the United States was deemphasized (Geary, 1996), and mathematics as an instructional subject has traditionally been considered above the preschool and kindergarten levels. However, the old regime--the knowledge and philosophies…

Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories

ERIC Educational Resources Information Center

Shanley, Lina; Clarke, Ben; Doabler, Christian T.; Kurtz-Nelson, Evangeline; Fien, Hank

2017-01-01

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…

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…

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

Fadeout in an Early Mathematics Intervention: Same Old Schools or Underlying Skills?

ERIC Educational Resources Information Center

Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine

2015-01-01

A consistent finding across early childhood interventions targeting mathematics and other achievement-related skills that is that initial treatment effects fade over time, with children not receiving the intervention catching up to children who did (Clements et al., 2013; Leak et al., 2010; Puma et al., 2010). One popular explanation for this is…

Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care

ERIC Educational Resources Information Center

Edwards, Susan; Blaise, Mindy; Hammer, Marie

2009-01-01

Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that…

Leadership in Early Childhood Special Education

ERIC Educational Resources Information Center

Arora, Samita Berry

2013-01-01

With the demands of high quality early childhood special education programs within public school settings, there is a need to place emphasis on research and training regarding early childhood leaders and managers in this complex and diverse field. The focus of this research is to examine what early childhood special education (ECSE) leadership…

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.

The roles of birth inputs and outputs in predicting health, behaviour and test scores in early childhood.

PubMed

Li, Kai; Poirier, Dale J

2003-11-30

The goal of this study is to address directly the predictive value of birth inputs and outputs, particularly birth weight, for measures of early childhood development in a simultaneous equations modelling framework. Strikingly, birth outputs have virtually no structural/causal effects on early childhood developmental outcomes, and only maternal smoking and drinking during pregnancy have some effects on child height. Not surprisingly, family child-rearing environment has sizeable negative and positive effects on a behavioural problems index and a mathematics/reading test score, respectively, and a mildly surprising negative effect on child height. Despite little evidence of a structural/causal effect of birth weight on early childhood developmental outcomes, our results demonstrate that birth weight nonetheless has strong predictive effects on early childhood outcomes. Furthermore, these effects are largely invariant to whether family child-rearing environment is taken into account. Family child-rearing environment has both structural and predictive effects on early childhood outcomes, but they are largely orthogonal and in addition to the effects of birth weight. Copyright 2003 John Wiley & Sons, Ltd.

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 numeracy in a multiage setting

NASA Astrophysics Data System (ADS)

Wood, Karen; Frid, Sandra

2005-10-01

This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings. Video and audio transcripts were analysed using a mathematical discourse and social interactions coding system designed by MacMillan (1998), while the running records and reflection notes contributed to descriptions of the children's interactions with each other and with the teachers. Teachers used an `assisted performance' approach to instruction that supported problem solving and inquiry processes in mathematics activities, and this, combined with a child-centred pedagogy and specific values about community learning, created a learning environment designed to stimulate and foster learning. The mathematics discourse analysis showed a use of explanatory language in mathematics discourse, and this language supported scaffolding among children for new mathematics concepts. These and other interactions related to peer sharing, tutoring and regulation also emerged as key aspects of students' learning practices. However, the findings indicated that multiage grouping alone did not support learning. Rather, effective learning was dependent upon the teacher's capacities to develop productive discussion among children, as well as implement developmentally appropriate curricula that addressed the needs of the different children.

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…

Children with Special Needs: Lessons for Early Childhood Professionals. Early Childhood Education Series.

ERIC Educational Resources Information Center

Kostelnik, Marjorie J.; Onaga, Esther; Rohde, Barbara; Whiren, Alice

Bridging the gap between child development and strategies for inclusion, this book is intended to help early childhood practitioners and pre-service teachers feel better equipped to meet the needs of all the children in their early childhood setting. Each chapter of the book is a case study introducing a child (ages birth to 8 years) with one or…

Colorado Early Childhood Study.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver. Planning and Evaluation Unit.

The Colorado State Board of Education allocated Title IV-V funds in 1975 for a study of the status of early childhood education in Colorado. The purposes of the study were to: (1) gather data relevant to early childhood education on the status of all children from birth through age 5; (2) identify needs of children of this age within the state;…

Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators

ERIC Educational Resources Information Center

Wood, Eileen; Specht, Jacqueline; Willoughby, Teena; Mueller, Julie

2008-01-01

The purpose of this study was to assess the educators' perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The…

Infusing Early Childhood Mental Health into Early Intervention Services

ERIC Educational Resources Information Center

Grabert, John C.

2009-01-01

This article describes the process of enhancing early childhood mental health awareness and skills in non-mental health staff. The author describes a pilot training model, conducted the U.S. Army's Early Intervention Services, that involved: (a) increasing early childhood mental health knowledge through reflective readings, (b) enhancing…

Early Childhood Diplomacy: Policy Planning for Early Childhood Development

ERIC Educational Resources Information Center

Vargas-Barón, Emily; Diehl, Kristel

2018-01-01

Children who are well nurtured, appropriately cared for, and provided with positive learning opportunities in their early years have a better chance of becoming healthy and productive citizens of nations and of the world. This article reviews the art and science of policy planning for early childhood development (ECD) from a diplomacy perspective.…

Childhood Immunization: A Key Component of Early Childhood Development

ERIC Educational Resources Information Center

Messonnier, Nancy

2017-01-01

Physical health is a key component of early childhood development and school readiness. By keeping children healthy and decreasing the chances of disease outbreaks, immunizations help early childhood programs create a safe environment for children. While overall vaccination rates are high nationally for most vaccines routinely recommended for…

Early Childhood Intervention and Early Childhood Special Education in Turkey within the Scope of the Developmental System Approach

ERIC Educational Resources Information Center

Diken, Ibrahim H.; Bayhan, Pinar; Turan, Figen; Sipal, R. Firat; Sucuoglu, Bulbin; Ceber-Bakkaloglu, Hatice; Gunel, Mintaze Kerem; Kara, Ozgun Kaya

2012-01-01

The purpose of this article was to provide an overview of early childhood intervention and early childhood special education (ECI/ECSE) services and practices in Turkey by using the Developmental System Approach (M. J. Guralnick, 2001). After pointing out the history of early childhood and ECI/ECSE services and current legislations with regard to…

Early Childhood Education in Taiwan.

ERIC Educational Resources Information Center

Barclay, Lisa K.

1989-01-01

Describes early childhood education in Taiwan, focusing on living patterns and child care arrangements, the position of the individual within the family and community, and the application of cultural norms to early childhood education. Compares the behavior of Chinese preschool children to that of American preschool children. (RJC)

Early Childhood Education: A Workbook for Administrators.

ERIC Educational Resources Information Center

Hewes, Dorothy; Hartman, Barbara

Business management theory and principles as applied to the administration of early childhood programs are presented in this workbook. Following a brief survey of the historical background of early childhood education and current early childhood programs, information and guidance to help plan, operate, and evaluate program facilities are provided.…

Dispersing Waves: Innovation in Early Childhood Education

ERIC Educational Resources Information Center

Meade, Anne, Ed.

2010-01-01

Early childhood education Centres of Innovation (COI) were established in 2002 as part of the 10-year plan for early childhood education, "Pathways to the Future/Nga Huarahi Arataki." In COI projects, innovative early childhood teaching teams reflect on and investigate their practices through action research, and share their findings…

Taiwanese Early Childhood Educators' Professional Development

ERIC Educational Resources Information Center

Hsu, Ching-Yun

2008-01-01

This study was designed based on a qualitative paradigm to explore the professional development of Taiwanese early childhood educators. The method of phenomenology was employed. The main research question addressed was "How do early childhood educators construe their professional development experience?" Seven Taiwanese early childhood…

Wyoming Early Childhood Readiness Standards.

ERIC Educational Resources Information Center

Wyoming State Dept. of Education, Cheyenne.

Because children entering kindergarten come with a variety of preschool and home experiences, and accordingly, with varying levels of school readiness, the Wyoming Early Childhood Readiness Standards have been developed to provide a more consistent definition of school readiness. The goal for the Standards is to provide early childhood educators…

Early Childhood Inclusion in Spain

ERIC Educational Resources Information Center

Giné, Climent; Balcells-Balcells, Anna; Cañadas, Margarita; Paniagua, Gema

2016-01-01

This article describes early childhood inclusion in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and inclusion at this stage. Second, current policies and practices relating…

Teachers in Early Childhood Policy

ERIC Educational Resources Information Center

Kilderry, Anna

2014-01-01

This paper examines teacher accountability and authority in early childhood policy. It reports on data from a study that investigated the influences affecting early childhood teacher decision-making at the preschool level in Victoria, Australia. Using a question raised by Ball "Where are the teachers in all this [policy]?" provided a…

Early Childhood Services in New Zealand.

ERIC Educational Resources Information Center

Oborn, Glennie

2002-01-01

Describes the types and characteristics of New Zealand early childhood education services. Specific areas addressed include: (1) Te Whaariki, the New Zealand early childhood curriculum; (2) great outdoors as a feature of early education; (3) education and care centers; (4) kindergartens and playcenters; and (5) Te Kohanga Reo, Maori language and…

Actionable Intelligence about Early Childhood Risks in Philadelphia

ERIC Educational Resources Information Center

LeBoeuf, Whitney A.; Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Brumley, Benjamin

2016-01-01

"Early childhood risks" are markers of early childhood experiences that extensive research has shown to be detrimental to later academic and behavioral outcomes. In Philadelphia, evidence indicates that seven early childhood risks tracked by public agencies have negative effects on early school outcomes. These risks include low…

Early Childhood Review: Papers from GAEC, 1996-1997.

ERIC Educational Resources Information Center

Cartwright, Penny, Ed.; Kelly, Clare, Ed.; McLean, Kathy, Ed.; Mellor, Nikki, Ed.; Pidgeon, Sue, Ed.; Stevens, Judith, Ed.; Stables, Kay, Ed.

1996-01-01

This periodical, from Goldsmiths Association for Early Childhood (GAEC), addresses a variety of issues related to early childhood education in Great Britain. Articles included in the Spring 1996 issue are: (1) "Traditional Story Telling in the Early Years" (Fiona Collins); (2) "International Focus--Early Childhood Education…

Early Childhood Educator and Administrator Surveys on the Use of Assessments and Standards in Early Childhood Settings. REL 2014-019

ERIC Educational Resources Information Center

Irwin, Clare W.; O'Dwyer, Laura; Cook, Kyle DeMeo

2014-01-01

The Early Childhood Educator Survey and the Early Childhood Administrator Survey allow users to collect consistent data on the use of child assessments and learning standards in early childhood learning settings. Each survey includes modules on educator/administrator background information, assessment use, and learning standards implementation.…

Assessing Thai Early Childhood Teachers' Knowledge of Inclusive Education

ERIC Educational Resources Information Center

Agbenyega, Joseph S.; Klibthong, Sunanta

2014-01-01

An ever-increasing number of children with and without disabilities are attending early childhood programmes and learning together. Early childhood inclusion considers all children with and without disabilities, and their families as full members of the early childhood community. Although many early childhood teachers accept the educational rights…

Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement.

PubMed

Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin

2014-04-01

A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Evaluating and Supporting Early Childhood Teachers

ERIC Educational Resources Information Center

Passe, Angèle Sancho

2015-01-01

There's a lot of conversation in the early childhood community on evaluating teachers to improve their performance. Raising the quality of early care and education is a priority for policymakers and practitioners on local, state, and federal levels. As a result, much attention is being focused on early childhood educators to ensure that they do a…

Writing about Class and Race Differences and Similarities in Early Childhood Mathematics: The Case of One Monograph

ERIC Educational Resources Information Center

Parks, Amy Noelle

2015-01-01

This article reports on a literature review of 49 articles that cited a single monograph East Lansing written in 1981 about early learning in mathematics to make claims of similarity or difference across lines of race and class in early mathematics. The review found that while about two-thirds of the articles cited the monograph to make claims of…

Investigating Early Childhood Teachers' Views on Science Teaching Practices: The Integration of Science with Visual Art in Early Childhood Settings

ERIC Educational Resources Information Center

Öztürk Yilmaztekin, Elif; Erden, Feyza Tantekin

2017-01-01

This study investigates early childhood teachers' views about science teaching practices in an early childhood settings. It was conducted in a preschool located in Ankara, Turkey. The data of the study were collected through multiple sources of information such as interviews with early childhood teachers and observations of their practices in the…

Findings from a Pre-Kindergarten Classroom: Making the Case for STEM in Early Childhood Education

ERIC Educational Resources Information Center

Tippett, Christine D.; Milford, Todd M.

2017-01-01

Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two…

Mathematical Difficulty: Does Early Intervention Enhance Mathematical Performance?

ERIC Educational Resources Information Center

Graham, Jennifer

2008-01-01

The need to ask educators about their opinions on the subject to what extent early intervention methods enhance mathematical performance is long overdue. The purpose of this quantitative research is to examine the extent to which teachers agree that early intervention methods enhance the mathematical performance of students with mathematical…

Using Most-to-Least Prompting and Contingent Consequences to Teach Numeracy in Inclusive Early Childhood Classrooms

ERIC Educational Resources Information Center

Davenport, Lisa A.; Johnston, Susan S.

2015-01-01

Mathematics and numeracy are valuable cognitive learning areas that need to be addressed during the early childhood years. The purpose of this study was to examine the effectiveness of an intervention strategy comprised of creating opportunities, prompting, providing consequences, and prompt fading when teaching preschool children with…

Mathematics at the Early Childhood Level: The Impact of Staff Development on Teachers' Self-Efficacy and Student Learning Outcomes

ERIC Educational Resources Information Center

Molinare, Dee

2017-01-01

Early childhood education has become of national and local interest based upon the Preschool for All agenda. Children need to attend preschools with programs that are high quality with a curriculum that is age appropriate and prepares them for continued school success. Early childhood educators should be trained to implement the curriculum. This…

Breaking Bread: Spirituality, Food and Early Childhood Education

ERIC Educational Resources Information Center

Bone, Jane

2005-01-01

The spiritual aspect of early childhood education is supported by the early childhood curriculum in Aotearoa New Zealand, "Te Whariki". Research in three different early childhood settings presents new perspectives on the everyday experiences of children in terms of spirituality. Each setting formed a case study that included the voices…

Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

PubMed Central

Baker, Harolyn W.; Tufts, Margaret; Raymond, Randall E.; Salihu, Hamisu; Elliott, Michael R.

2013-01-01

Objectives. We assessed the long-term effect of early childhood lead exposure on academic achievement in mathematics, science, and reading among elementary and junior high school children. Methods. We linked early childhood blood lead testing surveillance data from the Detroit Department of Health and Wellness Promotion to educational testing data from the Detroit, Michigan, public schools. We used the linked data to investigate the effect of early childhood lead exposure on academic achievement among school-aged children, both marginally and adjusted for grade level, gender, race, language, maternal education, and socioeconomic status. Results. High blood lead levels before age 6 years were strongly associated with poor academic achievement in grades 3, 5, and 8. The odds of scoring less than proficient for those whose blood lead levels were greater than 10 micrograms per deciliter were more than twice the odds for those whose blood lead levels were less than 1 micrograms per deciliter after adjustment for potential confounders. Conclusions. Early childhood lead exposure was negatively associated with academic achievement in elementary and junior high school, after adjusting for key potential confounders. The control of lead poisoning should focus on primary prevention of lead exposure in children and development of special education programs for students with lead poisoning. PMID:23327265

Promoting Preservice Teachers' Mathematics Identity Exploration

ERIC Educational Resources Information Center

Heffernan, Kayla

2016-01-01

Despite the effort of teacher education programs, early childhood, and elementary preservice teachers often fear mathematics, have high mathematics anxiety, hold negative self-perceptions in relation to mathematics, find mathematics irrelevant, and have low mathematics achievement. The aim of this study was to implement and investigate the…

Early Childhood Training Workbook [and Videos].

ERIC Educational Resources Information Center

Magna Systems, Inc., Barrington, IL.

This early childhood training workbook and three accompanying video series provide instruction for early childhood caregivers and teachers in the areas of guidance and discipline, math, and diversity. The video series "Guidance and Discipline" demonstrates the ways in which teachers help children become self disciplined. The three videos…

Publication Opportunities for Early Childhood Academics.

ERIC Educational Resources Information Center

Sumsion, Jennifer

Recognizing the increasing pressure for publication for early childhood academics and the lack of current information about journals' publication practices, this study surveyed editors of Australian and international journals. The journals were selected through a survey of 43 academic staff of an institute of early childhood education and through…

Building Community Systems for Young Children: Early Childhood Education. Building State Early Childhood Comprehensive Systems Series, Number 11

ERIC Educational Resources Information Center

Bassok, Daphna; Stipek, Deborah; Inkelas, Moira; Kuo, Alice

2005-01-01

This report examines the importance and funding sources of early child care and education (ECE), and the ways in which the State Early Childhood Comprehensive Systems (SECCS) Initiative improves early childhood outcomes. Section I presents what is known about the importance of ECE, quality and access. Section II describes the current funding…

In-Service and Pre-Service Early Childhood Teachers' Views and Intentions about ICT Use in Early Childhood Settings: A Comparative Study

ERIC Educational Resources Information Center

Gialamas, Vasilis; Nikolopoulou, Kleopatra

2010-01-01

This paper regards a comparative study which investigates in-service and pre-service Greek early childhood teachers' views and intentions about integrating and using computers in early childhood settings. Views and intentions were investigated via a questionnaire administered to 240 in-service and 428 pre-service early childhood teachers.…

Workforce Issues in Early Childhood Education and Care.

ERIC Educational Resources Information Center

Moss, Peter

This paper addresses, in two parts, some issues in the staffing of early childhood services. Taking an international perspective, the first part of the paper discusses: (1) the structure of the early childhood workforce; (2) the social construction of the early childhood worker; (3) gender; (4) staff to child ratios; (5) processes of transition in…

Computer Training for Early Childhood Educators.

ERIC Educational Resources Information Center

Specht, Jacqueline; Wood, Eileen; Willoughby, Teena

Recent research in early childhood education (ECE) centers suggests that some teacher characteristics are not at a level that would support computer learning opportunities for children. This study identified areas of support required by teachers to provide a smooth introduction of the computer into the early childhood education classroom.…

Pedagogy for Early Childhood Gifted Education

ERIC Educational Resources Information Center

Kaplan, Sandra; Hertzog, Nancy B.

2016-01-01

Federal attention is focused currently on investing and improving the quality of early childhood education, so that children's potential and talent development can be used as a natural resource for the future of our country. This article engages readers in transitioning their thinking about early childhood gifted education from a traditional…

Early Childhood.

ERIC Educational Resources Information Center

Peters, Donald L.; Willis, Sherry L.

This book summarizes theory and discusses major issues pertaining to child development in the early childhood years. Chapter I provides an introduction to the conceptual framework and major theories of child development. Chapter II deals with motor, sensory, and perceptual development. Chapter III focuses on the cognitive-developmental theory of…

Frequency of Six Early Childhood Education Approaches: A 10-Year Content Analysis of Early Childhood Education Journal

ERIC Educational Resources Information Center

Walsh, Bridget A.; Petty, Karen

2007-01-01

The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis of publications (N = 492) from "Early Childhood Education Journal" was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start, High/Scope, Montessori, Reggio…

Early Childhood Inclusion in the United Kingdom

ERIC Educational Resources Information Center

Blackburn, Carolyn

2016-01-01

A policy-to-practice paper is presented of early childhood inclusion in England. The article aims to report the benefits of early intervention services and early childhood inclusion for children with special educational needs and disabilities (SEND), document the chronology of policy development, and discuss research evidence about…

Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education

ERIC Educational Resources Information Center

Lifter, Karin; Foster-Sanda, Suzanne; Arzamarski, Caley; Briesch, Jacquelyn; McClure, Ellen

2011-01-01

Play is a natural activity of early childhood, which has great relevance to the fields of early intervention, early childhood special education, and early childhood education. Within these fields, ongoing tensions persist in how play is described and used. These tensions compromise activities of assessment, intervention, and curriculum development…

Early Childhood Education: Society and Culture

ERIC Educational Resources Information Center

Anning, Angela, Ed.; Cullen, Joy, Ed.; Fleer, Marilyn, Ed.

2004-01-01

This book aims to provide research-based evidence that links theory and research to practice in early childhood settings. Different ways of constructing learning in contrasting settings are explored through the analysis of research in early childhood contexts in the United Kingdom, Australia and New Zealand. The cross-national focus extends the…

Quality Measurement in Early Childhood Settings

ERIC Educational Resources Information Center

Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.; Tout, Kathryn, Ed.; Halle, Tamara, Ed.

2011-01-01

What constitutes quality in early childhood settings, and how can it best be measured with today's widely used tools and promising new approaches? Find authoritative answers in this book, a must-have for high-level administrators and policymakers as more and more states adopt early childhood Quality Rating and Improvement Systems. The most…

Generating Visionary Policy for Early Childhood Education and Care: Politicians' and Early Childhood Sector Advocate/Activists' Perspectives

ERIC Educational Resources Information Center

Bown, Kathryn; Sumsion, Jennifer

2016-01-01

This article contributes to the global conversation about generating a "vision" in early childhood education and care policy by reporting on an investigation of influences on politicians' policy decisions in early childhood education and care in Australia. This article is inspired by the provocations of social and political theorists who…

Robotics in the Early Childhood Classroom: Learning Outcomes from an 8-Week Robotics Curriculum in Pre-Kindergarten through Second Grade

ERIC Educational Resources Information Center

Sullivan, Amanda; Bers, Marina Umaschi

2016-01-01

In recent years there has been an increasing focus on the missing "T" of technology and "E" of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood…

Guiding Principles for the New Early Childhood Professional: Building on Strength and Competence. Early Childhood Education Series

ERIC Educational Resources Information Center

Washington, Valora; Gadson, Brenda

2017-01-01

With growing evidence about the critical period of birth to age 5 for child development and learning, the imperative to professionalize the early childhood education workforce has never been greater. In this follow-up to "The New Early Childhood Professional: A Step-By-Step Guide to Overcoming Goliath", the authors share lessons learned…

Men in Early Childhood: What Do Women Think about It?

ERIC Educational Resources Information Center

Clyde, Margaret

This study sought to determine Australian attitudes toward men working in the early childhood profession. Subjects were 100 first-year and 100 third-year female early childhood undergraduates and 22 practicing early childhood teachers and caregivers. Survey respondents were asked to describe how three imaginary early childhood teachers named Mary,…

Ethical Behavior in Early Childhood Education.

ERIC Educational Resources Information Center

Katz, Lilian G.; Ward, Evangeline H.

This booklet contains two essays on ethics for early childhood educators. The first essay discusses the meaning of a code of ethics, the importance of a code of ethics for working with preschool children, ethical conflicts in day care and preschool work, and steps which may be taken to help early childhood workers resolve these conflicts. Ethical…

Critical Issues in Early Childhood Education

ERIC Educational Resources Information Center

Yelland, Nicola, Ed.

2005-01-01

This book examines critical issues in early childhood education across a broad range of contexts. The issues explored are not only critical in terms of being fundamental to early childhood education but they are also critical in that they present ideas and utilize frameworks which are not traditional to the field. The topics under review include…

Early Years Students' Relationships with Mathematics

ERIC Educational Resources Information Center

Takeuchi, Miwa Aoki; Towers, Jo; Plosz, Jennifer

2016-01-01

Early years mathematics experiences have been shown to be a significant predictor for students' school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with…

Investigating Pre-Service Early Childhood Teachers' Views and Intentions about Integrating and Using Computers in Early Childhood Settings: Compilation of an Instrument

ERIC Educational Resources Information Center

Nikolopoulou, Kleopatra; Gialamas, Vasilis

2009-01-01

This paper discusses the compilation of an instrument in order to investigate pre-service early childhood teachers' views and intentions about integrating and using computers in early childhood settings. For the purpose of this study a questionnaire was compiled and administered to 258 pre-service early childhood teachers (PECTs), in Greece. A…

Children, Mathematics, and Videotape: Using Multimodal Analysis to Bring Bodies into Early Childhood Assessment Interviews

ERIC Educational Resources Information Center

Parks, Amy Noelle; Schmeichel, Mardi

2014-01-01

Despite the increased use of video for data collection, most research using assessment interviews in early childhood education relies solely upon the analysis of linguistic data, ignoring children's bodies. This trend is particularly troubling in studies of marginalized children because transcripts limited to language can make it difficult to…

Global Trends in Early Childhood Education: 2009

ERIC Educational Resources Information Center

Neugebauer, Roger; Goodeve, Emily

2009-01-01

As early childhood professionals from 78 countries prepare to travel to Belfast for the 2009 World Forum on Early Care and Education, these authors surveyed a sampling of those who will be attending on the current trends in early childhood education in their country. Delegates from over 40 countries responded, and in reviewing the reports from…

Rethinking Early Childhood Education

ERIC Educational Resources Information Center

Pelo, Ann, Ed.

2008-01-01

"Rethinking Early Childhood Education" is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.…

Aboriginal Early Childhood Education in Canada: Issues of Context

ERIC Educational Resources Information Center

Preston, Jane P.; Cottrell, Michael; Pelletier, Terrance R.; Pearce, Joseph V.

2012-01-01

Herein we provide a literature synthesis pertaining to the state of Aboriginal early childhood education in Canada. We identify key features of quality Aboriginal early childhood programs. The background and significance of early childhood education for Aboriginal peoples is explicated. Cultural compatibility theory is employed as the…

Documenting with Early Childhood Education Teachers: Pedagogical Documentation as a Tool for Developing Early Childhood Pedagogy and Practises

ERIC Educational Resources Information Center

Rintakorpi, Kati

2016-01-01

The Finnish social pedagogical curriculum for early childhood education directs early childhood teachers to use documentation to assess and develop pedagogy and practise. This empirical study examines the challenges and benefits a group of Finnish preschool teachers experienced when they learned to document their work. Although the idea of…

Early Childhood Education: Training for the Future.

ERIC Educational Resources Information Center

Honig, Alice S.

1996-01-01

Discusses the future training of early childhood educators, focusing on techniques for teachers to build prosocial skills, develop aesthetic appreciation, inculcate acceptance and inclusion, and develop a curiosity for learning among children. Also discusses the political status of early childhood education. (MDM)

Early Childhood Teachers' Sustainment in the Classroom

ERIC Educational Resources Information Center

Kilgallon, Pam; Maloney, Carmel; Lock, Graeme

2008-01-01

This paper describes an investigation of Australian early childhood teachers' sustainment in their profession, focussing on those factors which enhance professional commitment, job satisfaction and occupational motivation. Utilizing qualitative methodology this study also identified key factors early childhood teachers consider crucial to…

Teachers' Attitudes towards Mathematics in Early Childhood Education

ERIC Educational Resources Information Center

Thiel, Oliver

2010-01-01

In Germany during the past few years the nursery school (for ages three-six) is increasingly regarded as an educational institution rather than a childcare centre. This is reflected in the increasing number of curricula for young children, which include mathematics as a domain of learning skills. In the past mathematics has not been part of the…

Fadeout in an early mathematics intervention: Constraining content or preexisting differences?

PubMed

Bailey, Drew H; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H; Sarama, Julie S

2016-09-01

A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children's long-term mathematical development result more from relatively stable preexisting differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these 2 hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of posttreatment achievement and preexisting differences between these 2 groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to preexisting differences between children in treatment and control groups with the same level of achievement at posttest. These differences were fully statistically attenuated by children's prior academic achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Changing Faces: The Early Childhood Profession in Australia.

ERIC Educational Resources Information Center

Lambert, Beverley, Ed.

This collection of 14 essays addresses the changes and challenges that the early childhood education profession in Australia has faced in recent years, and covers a wide range of important issues of particular relevance to the preparation of early childhood professionals. The essays are: (1) "The Changing Ecology of Australian Childhood"…

Learning Partnerships in Rural Early Childhood Settings.

ERIC Educational Resources Information Center

Coombe, Kennece; Lubawy, Joy

A study examined six aspects of learning communities in early childhood settings in rural New South Wales (Australia). These aspects are reflection, individual development, diversity, conversation, caring, and shared responsibility. Surveys of 15 directors of early childhood programs indicated that the reflective component of the learning…

Early Childhood Caries

PubMed Central

Kawashita, Yumiko; Kitamura, Masayasu; Saito, Toshiyuki

2011-01-01

Dental caries is one of the most common childhood diseases, and people continue to be susceptible to it throughout their lives. Although dental caries can be arrested and potentially even reversed in its early stages, it is often not self-limiting and progresses without proper care until the tooth is destroyed. Early childhood caries (ECC) is often complicated by inappropriate feeding practices and heavy infection with mutans streptococci. Such children should be targeted with a professional preventive program that includes oral hygiene instructions for mothers or caregivers, along with fluoride and diet counseling. However, these strategies alone are not sufficient to prevent dental caries in high-risk children; prevention of ECC also requires addressing the socioeconomic factors that face many families in which ECC is endemic. The aim of this paper is to systematically review information about ECC and to describe why many children are suffering from dental caries. PMID:22007218

Building Competency for Providers in the Early Childhood Mental Health Field: An Early Childhood Mental Health Endorsement®

ERIC Educational Resources Information Center

Paradis, Nichole; Eidson, Faith; Weatherston, Deborah J.

2017-01-01

Early Childhood Mental Health Endorsement® (ECMH-E®) offers a credential for those whose work with or on behalf of children 3-6 years old and their families is informed by infant and early childhood mental health principles. Those who have earned ECMH-E demonstrate completion of specialized education, work, in-service training, and reflective…

Moving beyond Colorblindness in Early Childhood Classrooms

ERIC Educational Resources Information Center

Boutte, Gloria Swindler; Lopez-Robertson, Julia; Powers-Costello, Elizabeth

2011-01-01

Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools…

An Introduction to Early Childhood Studies

ERIC Educational Resources Information Center

Maynard, Trlsha, Ed.; Thomas, Nigel, Ed.

2004-01-01

The primary purpose of this book is to provide a core introductory text for the many undergraduate students who are now studying early childhood. Four key themes are emphasised throughout this book: The first is the social construction of childhood. This is the idea that childhood is not a naturally given phenomenon, but the result of social…

Interdisciplinary Early Childhood Handicapped Personnel Training Project.

ERIC Educational Resources Information Center

Swartz, Stanley L.

The report describes the Western Illinois University 0-6 Interdisciplinary Early Childhood Handicapped Personnel Training Project (WIU 0-6 Project)--a model project designed to demonstrate innovative methods to fill personnel needs for early childhood handicapped programs. The project is a 2 semester program to train professional educators in the…

Children's Mathematical Knowledge Prior to Starting School

ERIC Educational Resources Information Center

Gervasoni, Ann; Perry, Bob

2013-01-01

The introduction of the "Early Years Learning Framework and the Australian Curriculum-Mathematics" in Australian preschools and primary schools has caused early childhood educators to reconsider what may be appropriate levels of mathematics knowledge to expect from children as they start school. This paper reports on initial data from an…

Early Childhood Development.

ERIC Educational Resources Information Center

Koh, Edgar, Ed.

1989-01-01

Focused on early childhood development, this "UNICEF Intercom" asserts that developmental programs should aim to give children a fair chance at growth beyond survival. First presented are moral, scientific, social equity, economic, population, and programatic arguments for looking beyond the fundamental objective of saving young lives.…

Repositioning Early Childhood Leadership as Action and Activism

ERIC Educational Resources Information Center

Woodrow, Christine; Busch, Gillian

2008-01-01

Robust leadership is increasingly recognised as a critical element of healthy professions, yet some research suggests that early childhood practitioners do not readily identify with the concept of leadership. This article explores some dimensions of leadership in early childhood and how it is understood and practised in Australian early childhood…

Early Childhood Education: History, Theory, and Practice

ERIC Educational Resources Information Center

Morgan, Harry

2006-01-01

In this book, the author covers the history, theory, and practices that influence early childhood education along with an emphasis on infant and toddler care and education. He also presents a comparison of the conflict between education planners who support early childhood studies and state school systems whose cost-saving measures are dismantling…

Nutrition Education Needs of Early Childhood Teachers.

ERIC Educational Resources Information Center

Forsythe, Hazel; Wesley, Myrna

This study sought to determine the needs of early childhood teachers in Kentucky for education to help them manage children's nutrition in early childhood programs. The study also sought to determine whether formal classes, self-study via computer, or site-based inservice workshops is the most desirable format for teacher nutrition education. A…

Critical Issues in Early Childhood Professional Development

ERIC Educational Resources Information Center

Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.

2005-01-01

Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly is meant by "professional development"? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the…

Early Childhood Education: A Workbook for Administrators.

ERIC Educational Resources Information Center

Hewes, Dorothy; Hartman, Barbara

This text-workbook is designed to present management theories and principles as they apply to the administration of early childhood programs, and serve as a resource and discussion guide applicable to a wide range of child care situations. Following a brief historical consideration of early childhood education in the United States, information to…

Early Childhood Special Music Education

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2011-01-01

The process of early intervention is a critical component of Early Childhood Special Music Education. Early intervention is the process of providing services, education, and support to young children who have disabilities or to children who are at-risk of developing needs that may affect their physical, cognitive, or emotional development. The…

Early Childhood Practice and Refrains of Complexity

ERIC Educational Resources Information Center

Cumming, Tamara; Sumsion, Jennifer; Wong, Sandie

2015-01-01

Early childhood practice has often been described as complex in both policy documents and research literature; however, less attention has been given to exploring the nature and consequences of complexity in early childhood practice. At a time of intense policy attention in many national contexts, there is the potential for closing down, as well…

Democratic Group Process in Early Childhood Curriculum.

ERIC Educational Resources Information Center

Wolf, Lois C.

This paper examines ways in which early childhood education can provide the vital foundation for lifelong attitudes and values toward the democratic process. One goal of early childhood education is to empower the social bonding which brings collaborative relationships to their full potential and gives the child a sense of connectedness to others.…

Striving for Quality in Early Childhood Inclusion

ERIC Educational Resources Information Center

Brancato, Kimberly

2013-01-01

An essential component of best practice in the field of early childhood special education is the inclusion of children with disabilities in typical early childhood settings. As the practice of inclusion has increased in recent years it has become imperative to ensure that children with disabilities attend quality programs. The main purpose of this…

Payment in Heaven: Can Early Childhood Education Policies Help Women Too?

ERIC Educational Resources Information Center

Newberry, Jan; Marpinjun, Sri

2018-01-01

Based on research and activism on early childhood education and care in the area of Yogyakarta, Indonesia, we argue that the Indonesian government's focus on early childhood has come at a cost to local women. Community-based early childhood programs are delivered by women whose work is unpaid or underpaid. Although early childhood education in the…

Quality and equity in early childhood care in Peru

NASA Astrophysics Data System (ADS)

Izu, Regina Moromizato

2007-01-01

The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The study concludes with a reference to the importance of monitoring quality and equity in early childhood care.

Early Attachment Relationships and the Early Childhood Curriculum

ERIC Educational Resources Information Center

Cortazar, Alejandra; Herreros, Francisca

2010-01-01

This article explores the relationship between attachment theory and the early childhood curriculum. During the first years of life children develop early attachment relationships with their primary caregivers. These attachment relationships, either secure or insecure, will shape children's socio-emotional development. In the USA, the predominant…

Leadership Competencies in U.S. Early Intervention/Early Childhood Special Education Service Systems: A National Survey

ERIC Educational Resources Information Center

Bruns, Deborah A.; LaRocco, Diana J.; Sharp, Olga L.; Sopko, Kim Moherek

2017-01-01

In 2015, the Division for Early Childhood of the Council for Exceptional Children released a position statement on leadership in early intervention and early childhood special education (EI/ECSE). Division for Early Childhood emphasized the importance of developing and supporting high-quality leadership within and across all levels of EI/ECSE…

Gender and Boys' Singing in Early Childhood

ERIC Educational Resources Information Center

Hall, Clare

2005-01-01

This article derives from a research project investigating the singing behaviour of a group of Australian boys in their first year of school. The project showed that the genesis of the "missing male" trend in singing at school may be occurring in early childhood. The impact of hegemonic masculinity in early childhood is explored here by…

Connecting Emergent Curriculum and Standards in the Early Childhood Classroom: Strengthening Content and Teaching Practice. Early Childhood Education Series

ERIC Educational Resources Information Center

Schwartz, Sydney L.; Copeland, Sherry M.

2010-01-01

The most pressing challenge in early childhood education today is to find a way to meet the standards within a developmentally appropriate approach. In this book, two active early childhood educators provide teachers with resources to bring content alive and document it in every-day, action-based pre-K and Kindergarten classrooms. The book…

Fadeout in an Early Mathematics Intervention: Constraining Content or Pre-existing Differences?

PubMed Central

Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie S.

2016-01-01

A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children’s long-term mathematical development result more from relatively stable pre-existing differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these two hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of post-treatment achievement and pre-existing differences between these two groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to pre-existing differences between children in treatment and control groups with the same level of achievement at post-test. These differences were fully statistically attenuated by children’s prior academic achievement. PMID:27505700

Learning History in Early Childhood: Teaching Methods and Children's Understanding

ERIC Educational Resources Information Center

Skjaeveland, Yngve

2017-01-01

This article discusses the teaching of history in early childhood education and care centres and children's understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach…

Early Childhood Indicators.

ERIC Educational Resources Information Center

Bartlett, Kathy; Zimanyi, Louise

2001-01-01

Recognizing the need to identify the level, nature, and impact of Early Childhood Care and Development (ECCD) programs on children and their families, this theme issue of "Coordinators' Notebook" seeks to complement and further the international efforts at collecting information on ECCD for use at national and international levels.…

Early Disparities in Mathematics Gains among Poor and Non-Poor Children: Examining the Role of Behavioral Engagement in Learning

ERIC Educational Resources Information Center

Robinson, Keith

2013-01-01

Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results…

Bottle Caps as Prekindergarten Mathematical Tools

ERIC Educational Resources Information Center

Raisor, Jill M.; Hudson, Rick A.

2018-01-01

Early childhood provides a time of crucial growth in all developmental domains. Prekindergarten is an optimal time for young children to use objects of play as a medium to explore new cognitive concepts, including mathematical structure. Mathematical structure plays an important role in providing students a means to reason about mathematics,…

"Doing" Social Justice in Early Childhood: The Potential of Leadership

ERIC Educational Resources Information Center

Hard, Louise; Press, Frances; Gibson, Megan

2013-01-01

Early childhood education has long been connected with objectives related to social justice. Australian early childhood education and care (ECEC) has its roots in philanthropic and educational reform movements prevalent at the turn of the twentieth century. More recently, with the introduction of the National Early Childhood Reform Agenda, early…

Early Childhood Special Education. Yearbook in Early Childhood Education. Volume 5.

ERIC Educational Resources Information Center

Safford, Philip L., Ed.; And Others

This collection of papers recognizes ways in which the context of educational policy and its implications for practice have, in combination with other influences, defined early childhood special education and influenced its development. An introduction by Philip L. Safford is presented. Subsequent papers have the following titles and authors:…

Explorations in Early Childhood Education: The Mount Druitt Early Childhood Project.

ERIC Educational Resources Information Center

Braithwaite, John; And Others

This book concerns the Mt. Druitt Early Childhood Project, which was developed to provide quality educational programs for disadvantaged children living in the western suburbs of Sydney, Australia. In order to set the subsequent discussion in broader perspective, chapter 1 addresses several key issues influencing project development. Chapter 2…

Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. Yearbook in Early Childhood Education Series, Volume 6.

ERIC Educational Resources Information Center

Garcia, Eugene E., Ed.; And Others

Geared toward early childhood educators, reading and writing teachers, bilingual and English as a Second Language teachers, and to courses in these fields, this yearbook examines the issues of linguistic and cultural diversity in early childhood programs. Following an introduction (Eugene Garcia and Barry McLaughlin) on the cultural context…

Are Early Childhood Disparities Narrowing? The Changing Nature of Early Childhood and Its Link to Narrowing School-Entry Achievement Gaps

ERIC Educational Resources Information Center

Bassok, Daphna; Finch, Jenna; Lee, RaeHyuck; Reardon, Sean F.; Waldfogel, Jane

2016-01-01

To date, no studies have documented how much early childhood experiences have changed over time. In the current study, researchers use two large, nationally representative datasets of kindergarten entrants to document the following: (1) How have children's early childhood experiences changed between 1998 and 2010?; (2) To what extent have…

Multicultural Teaching Competence of Korean Early Childhood Educators

ERIC Educational Resources Information Center

Park, Sungok R.

2016-01-01

Discourse among early childhood education researchers increasingly emphasizes the need for teachers to better understand and support diversity in their classrooms. As part of a larger mixed-method study, this qualitative research illuminates Korean early childhood educators' multicultural teaching competence. While Korean classrooms are in…

Early Childhood Teachers' Integration of ICTs: Intrinsic and Extrinsic Barriers

ERIC Educational Resources Information Center

Fox, Jillian; Diezmann, Carmel; Lamb, Janeen

2016-01-01

The aim of this paper is to report on barriers to ICT integration in teaching practices from the perspective of early childhood teachers. Six early childhood teachers from a combined private school in Queensland participated in this study. Individual interviews explored the ICT tools used in early childhood programs and the barriers to integration…

Early Childhood Trauma

ERIC Educational Resources Information Center

National Child Traumatic Stress Network, 2010

2010-01-01

Early childhood trauma generally refers to the traumatic experiences that occur to children aged 0-6. Because infants' and young children's reactions may be different from older children's, and because they may not be able to verbalize their reactions to threatening or dangerous events, many people assume that young age protects children from the…

Number sense in infancy predicts mathematical abilities in childhood.

PubMed

Starr, Ariel; Libertus, Melissa E; Brannon, Elizabeth M

2013-11-05

Human infants in the first year of life possess an intuitive sense of number. This preverbal number sense may serve as a developmental building block for the uniquely human capacity for mathematics. In support of this idea, several studies have demonstrated that nonverbal number sense is correlated with mathematical abilities in children and adults. However, there has been no direct evidence that infant numerical abilities are related to mathematical abilities later in childhood. Here, we provide evidence that preverbal number sense in infancy predicts mathematical abilities in preschool-aged children. Numerical preference scores at 6 months of age correlated with both standardized math test scores and nonsymbolic number comparison scores at 3.5 years of age, suggesting that preverbal number sense facilitates the acquisition of numerical symbols and mathematical abilities. This relationship held even after controlling for general intelligence, indicating that preverbal number sense imparts a unique contribution to mathematical ability. These results validate the many prior studies purporting to show number sense in infancy and support the hypothesis that mathematics is built upon an intuitive sense of number that predates language.

Impact of Culture Context on Perceptions of Arab and Jewish Early Childhood Education Students Regarding Early Childhood Education and Care

ERIC Educational Resources Information Center

Zimet, Gila Russo; Gilat, Itzhak

2017-01-01

The study examined intuitive perceptions of early childhood education students regarding education and care of children from birth to age 3 in Jewish and Arab societies. Research included 182 education students majoring in early childhood at three Israeli colleges. Data were collected via a questionnaire covering five topics: What is the most…

Starting Strong II: Early Childhood Education and Care

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2006

2006-01-01

This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women's labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the…

Mathematics, Music, and Movement: Exploring Concepts and Connections.

ERIC Educational Resources Information Center

Shilling, Wynne A.

2002-01-01

Explores connections between mathematics, music, and movement in early childhood curriculum. Presents music activities in which mathematical concepts are embedded; focuses on activities providing experiences with time-based relationships and rhythmic patterns. Asserts that integrating movement and mathematics into music activities provides a way…

Integrating Vygotsky's theory of relational ontology into early childhood science education

NASA Astrophysics Data System (ADS)

Kirch, Susan A.

2014-03-01

In Science Education during Early Childhood: A Cultural- Historical Perspective, Wolff-Michael Roth, Maria Inês Mafra Goulart and Katerina Plakitsi explore the practical application of Vygotsky's relational ontological theory of human development to early childhood science teaching and teacher development. In this review, I interrogate how Roth et al. conceptualize "emergent curriculum" within the Eurocentric cultural-historical traditions of early childhood education that evolved primarily from the works of Vygotsky and Piaget and compare it to the conceptualizations from other prominent early childhood researchers and curriculum developers. I examine the implications of the authors' interpretation of emergence for early childhood science education and teacher preparation.

An Epistemological and Ethical Categorization of Perspectives on Early Childhood Curriculum.

ERIC Educational Resources Information Center

Yang, Ok Seung

2001-01-01

Reviews the literature on contemporary early childhood education, categorizing perspectives on early childhood curriculum according to their core epistemological and ethical views about the mission of institutions of early childhood education. Identifies four perspectives guiding the curricula: idealism, empiricism, developmentalism, and…

Historical and Contemporary Evaluations of Early Childhood Programmes

ERIC Educational Resources Information Center

Saracho, Olivia N.

2015-01-01

Researchers continue to be interested in the evaluation of early childhood education programmes, their interventions, and the implementation of different types of evaluation. Their interest continues to increase and attract other researchers. In understanding the nature and appropriate use of evaluation in early childhood education and the basis…

Activities for Career Development in Early Childhood Curriculum.

ERIC Educational Resources Information Center

Yawkey, Thomas Daniels; Aronin, Eugene L.

The book presents career education activities and approaches for use by teachers, administrators, counselors, and students involved in early childhood education (ages three through eight). Part One stresses the importance of and rationale for career development in the early childhood curriculum. Research support for the approach to career…

Dominant Discourses of Teachers in Early Childhood Education

ERIC Educational Resources Information Center

Ebrahim, H. B.

2010-01-01

This article examines the dominant discourses teachers in early childhood education (ECE) used to produce understandings of children and educational practice for them. Seven teachers from two early childhood centres in urban KwaZulu-Natal participated in this qualitative study. Data were produced through semi-structured interviews and…

Early Childhood Depression and Alterations in the Trajectory of Gray Matter Maturation in Middle Childhood and Early Adolescence.

PubMed

Luby, Joan L; Belden, Andy C; Jackson, Joshua J; Lessov-Schlaggar, Christina N; Harms, Michael P; Tillman, Rebecca; Botteron, Kelly; Whalen, Diana; Barch, Deanna M

2016-01-01

The trajectory of cortical gray matter development in childhood has been characterized by early neurogenesis and volume increase, peaking at puberty followed by selective elimination and myelination, resulting in volume loss and thinning. This inverted U-shaped trajectory, as well as cortical thickness, has been associated with cognitive and emotional function. Synaptic pruning-based volume decline has been related to experience-dependent plasticity in animals. To date, there have been no data to inform whether and how childhood depression might be associated with this trajectory. To examine the effects of early childhood depression, from the preschool age to the school age period, on cortical gray matter development measured across 3 waves of neuroimaging from late school age to early adolescence. Data were collected in an academic research setting from September 22, 2003, to December 13, 2014, on 193 children aged 3 to 6 years from the St Louis, Missouri, metropolitan area who were observed for up to 11 years in a longitudinal behavioral and neuroimaging study of childhood depression. Multilevel modeling was applied to explore the association between the number of childhood depression symptoms and prior diagnosis of major depressive disorder and the trajectory of gray matter change across 3 scan waves. Data analysis was conducted from October 29, 2014, to September 28, 2015. Volume, thickness, and surface area of cortical gray matter measured using structural magnetic resonance imaging at 3 scan waves. Of the 193 children, 90 had a diagnosis of major depressive disorder; 116 children had 3 full waves of neuroimaging scans. Findings demonstrated marked alterations in cortical gray matter volume loss (slope estimate, -0.93 cm³; 95% CI, -1.75 to -0.10 cm³ per scan wave) and thinning (slope estimate, -0.0044 mm; 95% CI, -0.0077 to -0.0012 mm per scan wave) associated with experiencing an episode of major depressive disorder before the first magnetic resonance

Why do early mathematics skills predict later reading? The role of mathematical language.

PubMed

Purpura, David J; Logan, Jessica A R; Hassinger-Das, Brenna; Napoli, Amy R

2017-09-01

A growing body of evidence indicates that the development of mathematics and literacy skills is highly related. The importance of literacy skills-specifically language-for mathematics development has been well rationalized. However, despite several prominent studies indicating that mathematics skills are highly predictive of literacy development, the reason for this relation is not well understood. The purpose of this study was to identify how and why early mathematics is predictive of early literacy development. Participants included 125 preschool children 3-5 years old (M = 4 years 3 months). Participants were assessed on mathematics, literacy, and cognitive measures in both the fall and spring of their preschool year. Mediation analyses indicated that the relation between early mathematics and literacy skills is mediated by children's mathematical language skills. These findings suggest that, in prior research identifying mathematical performance as a significant predictor of later literacy skills, mathematical performance may have acted only as a proxy measure for more complex language skills such as those assessed on a mathematical language measure. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

ABCs of Early Mathematics Experiences

ERIC Educational Resources Information Center

Hensen, Laurie E.

2005-01-01

Children begin to develop mathematical thinking before they enter school. Art, baking, playing with blocks, counting numbers, games, puzzles, singing, playing with pretend money, water play all these early mathematical experiences help the children to learn in the elementary school years.

Negotiating "Otherness": A Male Early Childhood Educator's Gender Positioning.

ERIC Educational Resources Information Center

Sumsion, Jennifer

2000-01-01

Describes the gender positioning strategies adopted by a male Australian preschool teacher-director as he faces attitudes that early childhood education is "women's work." Discusses implications of a greater male presence in early childhood education. (JPB)

Building on People's Strengths: Early Childhood in Africa.

ERIC Educational Resources Information Center

Cohen, Ruth; And Others

This report describes early childhood development (ECD) in Africa and the Bernard van Leer Foundation's strategies for early childhood programs in African nations. Chapter 1 examines the context in which Africa's children are growing up, focusing on the hardships that many children face, as well as the efforts made by families, communities, and…

The Early Childhood Professional Mentoring Group: A Forum for Parallel Learning

ERIC Educational Resources Information Center

Puig, Victoria I.; Recchia, Susan L.

2008-01-01

Novice professionals entering the fields of early childhood education and early childhood special education face many challenges and often feel disconnected from the support system that nurtured them during their teacher education programs (Brindle, Fleege, & Graves, 2000). The Early Childhood Professional Mentoring Group (ECPMG) was established…

Test Review: C. K. Conners. Conners Early Childhood Manual

ERIC Educational Resources Information Center

Wiley, Colby P.; Wedeking, Travis; Galindo, Addy M.

2013-01-01

This article reviews the Conners Early Childhood (Conners EC; Conners, 2009), a behavior and development rating scale intended to assess children in early childhood, specifically defined as ages 2 to 6 years. Using multiple informants across multiple settings, the Conners EC is administered for the purpose of early identification of disorders or…

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.

Racial and Ethnic Disparities in Early Childhood Obesity.

PubMed

Isong, Inyang A; Rao, Sowmya R; Bind, Marie-Abèle; Avendaño, Mauricio; Kawachi, Ichiro; Richmond, Tracy K

2018-01-01

The prevalence of childhood obesity is significantly higher among racial and/or ethnic minority children in the United States. It is unclear to what extent well-established obesity risk factors in infancy and preschool explain these disparities. Our objective was to decompose racial and/or ethnic disparities in children's weight status according to contributing socioeconomic and behavioral risk factors. We used nationally representative data from ∼10 700 children in the Early Childhood Longitudinal Study Birth Cohort who were followed from age 9 months through kindergarten entry. We assessed the contribution of socioeconomic factors and maternal, infancy, and early childhood obesity risk factors to racial and/or ethnic disparities in children's BMI z scores by using Blinder-Oaxaca decomposition analyses. The prevalence of risk factors varied significantly by race and/or ethnicity. African American children had the highest prevalence of risk factors, whereas Asian children had the lowest prevalence. The major contributor to the BMI z score gap was the rate of infant weight gain during the first 9 months of life, which was a strong predictor of BMI z score at kindergarten entry. The rate of infant weight gain accounted for between 14.9% and 70.5% of explained disparities between white children and their racial and/or ethnic minority peers. Gaps in socioeconomic status were another important contributor that explained disparities, especially those between white and Hispanic children. Early childhood risk factors, such as fruit and vegetable consumption and television viewing, played less important roles in explaining racial and/or ethnic differences in children's BMI z scores. Differences in rapid infant weight gain contribute substantially to racial and/or ethnic disparities in obesity during early childhood. Interventions implemented early in life to target this risk factor could help curb widening racial and/or ethnic disparities in early childhood obesity

Fostering Connections to Nature -- Strategies for Community College Early Childhood Teachers

ERIC Educational Resources Information Center

Murphy, Debra

2017-01-01

How can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature…

Getting Men Involved: Strategies for Early Childhood Programs.

ERIC Educational Resources Information Center

Levine, James A.; And Others

Designed as a guide for early childhood professionals, this book outlines specific success strategies for getting men--fathers or any significant male in a child's life--involved in early childhood education and child care, moving away from the traditional view of these fields as women's domains. The first section of the guide focuses on…

Arizona Early Childhood Education Standards.

ERIC Educational Resources Information Center

Arizona State Dept. of Education, Phoenix.

In an effort to provide a sound basis for educational accountability for preschool programs, the Arizona Early Childhood Education (ECE) Standards were developed as a framework for literacy-based programs for 3- and 4-year-olds and to provide parents with a basic understanding of indicators of early learning. These standards, to be adopted by…

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

Number sense in infancy predicts mathematical abilities in childhood

PubMed Central

Starr, Ariel; Libertus, Melissa E.; Brannon, Elizabeth M.

2013-01-01

Human infants in the first year of life possess an intuitive sense of number. This preverbal number sense may serve as a developmental building block for the uniquely human capacity for mathematics. In support of this idea, several studies have demonstrated that nonverbal number sense is correlated with mathematical abilities in children and adults. However, there has been no direct evidence that infant numerical abilities are related to mathematical abilities later in childhood. Here, we provide evidence that preverbal number sense in infancy predicts mathematical abilities in preschool-aged children. Numerical preference scores at 6 months of age correlated with both standardized math test scores and nonsymbolic number comparison scores at 3.5 years of age, suggesting that preverbal number sense facilitates the acquisition of numerical symbols and mathematical abilities. This relationship held even after controlling for general intelligence, indicating that preverbal number sense imparts a unique contribution to mathematical ability. These results validate the many prior studies purporting to show number sense in infancy and support the hypothesis that mathematics is built upon an intuitive sense of number that predates language. PMID:24145427

The Impact of "Let's Count" on Children's Mathematics Learning

ERIC Educational Resources Information Center

Gervasoni, Ann; Perry, Bob; Parish, Linda

2015-01-01

"Let's Count" is an early mathematics program that has been designed by The Smith Family and the authors to assist educators in early childhood contexts in socially disadvantaged areas of Australia to work in partnership with parents and other family members to promote positive mathematical experiences for young children (3-5 years). A…

Early Childhood Teacher Research: From Questions to Results

ERIC Educational Resources Information Center

Castle, Kathryn

2011-01-01

What is early childhood teacher research and why is it important? How does a teacher researcher formulate a research question and a plan for doing research? How do teachers apply research results to effect change? "Early Childhood Teacher Research" is an exciting new resource that will address the sorts of questions and concerns that pre- and…

Promoting Health in Early Childhood

ERIC Educational Resources Information Center

Rossin-Slater, Maya

2015-01-01

Children who are healthy early in life--from conception to age five--not only grow up to be healthier adults, they are also better educated, earn more, and contribute more to the economy. The United States lags behind other advanced countries in early childhood health, threatening both the health of future generations and the nation's long-term…

Invest in Early Childhood Education

ERIC Educational Resources Information Center

Kagan, Sharon Lynn; Reid, Jeanne L.

2009-01-01

The history of American early education is one of changing roles and goals. As federal engagement in early childhood has shifted in response to social, political, and economic needs, few policy efforts have focused on long-term planning or coordination. The authors identify the appropriate roles of federal, state, and local governments and make 13…

A Fourth Dimension: Tapping the Artist within the Early Childhood Educator

ERIC Educational Resources Information Center

Dehouske, Ellen J.

2006-01-01

This article examines the concept of an early childhood teacher learning, in stages, a new method for integrating the arts into the early childhood curriculum. An early childhood graduate course, Aesthetics as Learning, is the learning ground. In this course, the graduate students discover the "Adult Within," the "Child Within," the "Teacher…

Early childhood poverty, immune-mediated disease processes, and adult productivity.

PubMed

Ziol-Guest, Kathleen M; Duncan, Greg J; Kalil, Ariel; Boyce, W Thomas

2012-10-16

This study seeks to understand whether poverty very early in life is associated with early-onset adult conditions related to immune-mediated chronic diseases. It also tests the role that these immune-mediated chronic diseases may play in accounting for the associations between early poverty and adult productivity. Data (n = 1,070) come from the US Panel Study of Income Dynamics and include economic conditions in utero and throughout childhood and adolescence coupled with adult (age 30-41 y) self-reports of health and economic productivity. Results show that low income, particularly in very early childhood (between the prenatal and second year of life), is associated with increases in early-adult hypertension, arthritis, and limitations on activities of daily living. Moreover, these relationships and particularly arthritis partially account for the associations between early childhood poverty and adult productivity as measured by adult work hours and earnings. The results suggest that the associations between early childhood poverty and these adult disease states may be immune-mediated.

It's Not Rocket Science: The Perspectives of Indigenous Early Childhood Workers on Supporting the Engagement of Indigenous Families in Early Childhood Settings

ERIC Educational Resources Information Center

Grace, Rebekah; Trudgett, Michelle

2012-01-01

This paper presents the findings from semi-structured interviews with six Indigenous Australian early childhood workers who were asked about how Indigenous families might be better supported to engage with early childhood education and care services. The workers identified three key barriers to family participation: transport difficulties, family…

African ancestry, early life exposures, and respiratory morbidity in early childhood.

PubMed

Kumar, R; Tsai, H-J; Hong, X; Gignoux, C; Pearson, C; Ortiz, K; Fu, M; Pongracic, J A; Burchard, E G; Bauchner, H; Wang, X

2012-02-01

Racial disparities persist in early childhood wheezing and cannot be completely explained by known risk factors. To evaluate the associations of genetic ancestry and self-identified race with early childhood recurrent wheezing, accounting for socio-economic status (SES) and early life exposures. We studied 1034 children in an urban, multi-racial, prospective birth cohort. Multivariate logistic regression was used to evaluate the association of genetic ancestry as opposed to self-identified race with recurrent wheezing (>3 episodes). Sequential models accounted for demographic, socio-economic factors and early life risk factors. Genetic ancestry, estimated using 150 ancestry informative markers, was expressed in deciles. Approximately 6.1% of subjects (mean age 3.1 years) experienced recurrent wheezing. After accounting for SES and demographic factors, African ancestry (OR: 1.16, 95% CI: 1.02-1.31) was significantly associated with recurrent wheezing. By self-reported race, hispanic subjects had a borderline decrease in risk of wheeze compared with African Americans (OR: 0.44, 95% CI: 0.19-1.00), whereas white subjects (OR: 0.46, 95% CI: 0.14-1.57) did not have. After further adjustment for known confounders and early life exposures, both African (OR: 1.19, 95% CI: 1.05-1.34) and European ancestry (OR: 0.84, 95% CI: 0.74-0.94) retained a significant association with recurrent wheezing, as compared with self-identified race (OR(whites) : 0.31, 95% CI: 0.09-1.14; OR(hispanic) : 0.47, 95% CI: 0.20-1.08). There were no significant interactions between ancestry and early life factors on recurrent wheezing. In contrast to self-identified race, African ancestry remained a significant, independent predictor of early childhood wheezing after accounting for early life and other known risk factors associated with lung function changes and asthma. Genetic ancestry may be a powerful way to evaluate wheezing disparities and a proxy for differentially distributed genetic and

African ancestry, early life exposures, and respiratory morbidity in early childhood

PubMed Central

Kumar, R.; Tsai, H.-J.; Hong, X.; Gignoux, C.; Pearson, C.; Ortiz, K.; Fu, M.; Pongracic, J. A.; Burchard, E. G.; Bauchner, H.; Wang, X.

2012-01-01

Summary Background Racial disparities persist in early childhood wheezing and cannot be completely explained by known risk factors. Objective To evaluate the associations of genetic ancestry and self-identified race with early childhood recurrent wheezing, accounting for socio-economic status (SES) and early life exposures. Methods We studied 1034 children in an urban, multi-racial, prospective birth cohort. Multivariate logistic regression was used to evaluate the association of genetic ancestry as opposed to self-identified race with recurrent wheezing (>3 episodes). Sequential models accounted for demographic, socio-economic factors and early life risk factors. Genetic ancestry, estimated using 150 ancestry informative markers, was expressed in deciles. Results Approximately 6.1% of subjects (mean age 3.1 years) experienced recurrent wheezing. After accounting for SES and demographic factors, African ancestry (OR: 1.16, 95% CI: 1.02–1.31) was significantly associated with recurrent wheezing. By self-reported race, hispanic subjects had a borderline decrease in risk of wheeze compared with African Americans (OR: 0.44, 95% CI: 0.19–1.00), whereas white subjects (OR: 0.46, 95% CI: 0.14–1.57) did not have. After further adjustment for known confounders and early life exposures, both African (OR: 1.19, 95% CI: 1.05–1.34) and European ancestry (OR: 0.84, 95% CI: 0.74–0.94) retained a significant association with recurrent wheezing, as compared with self-identified race (ORwhites: 0.31, 95% CI: 0.09–1.14; ORhispanic: 0.47, 95% CI: 0.20–1.08). There were no significant interactions between ancestry and early life factors on recurrent wheezing. Conclusions and Clinical Relevance In contrast to self-identified race, African ancestry remained a significant, independent predictor of early childhood wheezing after accounting for early life and other known risk factors associated with lung function changes and asthma. Genetic ancestry may be a powerful way to

Parents, Participation, Partnership: Problematising New Zealand Early Childhood Education

ERIC Educational Resources Information Center

Chan, Angel; Ritchie, Jenny

2016-01-01

This article interrogates notions of teacher "partnership with parents" within early childhood care and education settings in the context of Aotearoa (New Zealand). "Te Whariki," the New Zealand early childhood curriculum, clearly positions children's learning and development as being fostered when their families' cultures and…

An Evaluation of Partnerships for Early Childhood Mental Health

ERIC Educational Resources Information Center

Shamblin, Sherry R.

2013-01-01

Early Childhood Mental Health Consultation (ECMHC) has been linked to increased teacher competence and efficacy, as well as increased social skills and decreased challenging behaviors for participating children (Green, 2009). Partnerships for Early Childhood Mental Health ("Partnerships") is an ECMHC program in Southeastern Ohio. This…

Parents as Discerning Consumers at Three Types of Early Childhood Centres.

ERIC Educational Resources Information Center

Farquhar, Sarah-Eve

Parents' views on the goals of early childhood programs and on characteristics of a high quality center were examined in a study that also investigated parents' understandings of quality in three different types of early childhood services. The study was part of a major project on the quality of early childhood centers, which was funded by the New…

The Role of Motive Objects in Early Childhood Teacher Development Concerning Children's Digital Play and Play-Based Learning in Early Childhood Curricula

ERIC Educational Resources Information Center

Nuttall, Joce; Edwards, Susan; Mantilla, Ana; Grieshaber, Sue; Wood, Elizabeth

2015-01-01

Digital technologies are increasingly accepted as a viable aspect of early childhood curriculum. However, teacher uptake of digital technologies in early childhood education and their use with young children in play-based approaches to learning have not been strong. Traditional approaches to the problem of teacher uptake of digital technologies in…

Early Childhood Pedagog"ies": Spaces for Young Children to Flourish

ERIC Educational Resources Information Center

Murray, Jane

2015-01-01

This paper introduces the Special Issue of "Early Child Development and Care" focused on "Early Childhood Pedagogy." It opens by considering past and present discourses concerning early childhood pedagogy, and focus is given to established philosophical underpinnings in the field and their translation to contemporary guidance,…

Evidence-Based Practices: Providing Guidance for Early Childhood Practitioners

ERIC Educational Resources Information Center

Farley, Kristin S.; Brock, Matthew E.; Winterbottom, Christian

2018-01-01

Early childhood education represents a pivotal opportunity to improve the developmental trajectories of young children, and evidence-based practices (EBPs) are scientifically proven to improve these outcomes. Furthermore, federal law mandates that early childhood practitioners implement EBPs. However, because EBP has not been clearly defined in…

Writing Research Articles for Publication in Early Childhood Education

ERIC Educational Resources Information Center

Saracho, Olivia N.

2013-01-01

Published research results in early childhood education contribute to the field's knowledge, theory, and practice. They also guide future early childhood education research studies. The publication of research articles is an essential requirement for academics. For some researchers, however, writing may be a difficult activity, particularly the…

New Hampshire Early Childhood Professional Development System: Guide to Early Childhood Careers.

ERIC Educational Resources Information Center

McDonnell, Tessa, Ed.

The community of child care providers in New Hampshire has adopted the Early Childhood Professional Development System as an initial step toward assuring quality care and education for children. This guide describes the components of that system and is presented in eight sections. Section 1 of the guide introduces the system based on a set of two…

Preventing Early Mathematics Difficulties: The Feasibility of a Rigorous Kindergarten Mathematics Curriculum

ERIC Educational Resources Information Center

Chard, David J.; Baker, Scott K.; Clarke, Ben; Jungjohann, Kathleen; Davis, Karen; Smolkowski, Keith

2008-01-01

Concern about poor mathematics achievement in U.S. schools has increased in recent years. In part, poor achievement may be attributed to a lack of attention to early instruction and missed opportunities to build on young children's early understanding of mathematics. This study examined the development and feasibility testing of a kindergarten…

Mental Health Consultation in Early Childhood Classrooms

ERIC Educational Resources Information Center

Bernzweig, Jane; Ramler, Malia; Alkon, Abbey

2009-01-01

Early childhood mental health consultation is a relationship-based intervention that promotes children's social and emotional development. Benefits include improved childhood behaviors, improved staff self-efficacy, and lowered parental stress. Child care center directors are more likely to be satisfied with consultation when they are involved in…

The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks

ERIC Educational Resources Information Center

Strohmer, Janina; Mischo, Christoph

2015-01-01

Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

Delegation: Win-Win Strategies for Managing Early Childhood Settings.

ERIC Educational Resources Information Center

Hayden, Jacqueline

1999-01-01

This issue of the Australian Early Childhood Association Research in Practice Series provides staff management strategies for directors and others involved with the management of early childhood settings and suggests ways to effectively delegate authority and tasks in order to reduce administrative pressures and workload. The booklet presents…

First Steps: Stories on Inclusion in Early Childhood Education.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This publication presents papers from 13 nations that describe the integration of children with disabilities into early childhood education programs. The compilation of case studies will serve as a reference document for the International Consultation on Early Childhood Education and Special Educational Needs, organized by UNESCO in collaboration…

Quality and Equity in Early Childhood Care in Peru

ERIC Educational Resources Information Center

Izu, Regina Moromizato

2006-01-01

The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The…

Learning with Technology for Pre-Service Early Childhood Teachers

ERIC Educational Resources Information Center

Campbell, Anne; Scotellaro, Grazia

2009-01-01

This paper describes an innovative pilot project at the University of Canberra aimed at providing pre-service early childhood teachers with the skills, confidence and ideological change required to include technology-enhanced learning as part of the early childhood curriculum. The impact of the project was evaluated through participant…

Today and Yesterday in Early Childhood Education in Korea.

ERIC Educational Resources Information Center

Lee, Guang-Lea

Early childhood education has always been considered important in Korea, with the education of the child valued highly, regardless of the parent's educational background or socioeconomic status. The main social facility for early childhood education outside home in Korea is called "Yoo Chee Won," which means kindergarten. This paper…

Childhood adversity, early-onset depressive/anxiety disorders, and adult-onset asthma.

PubMed

Scott, Kate M; Von Korff, Michael; Alonso, Jordi; Angermeyer, Matthias C; Benjet, Corina; Bruffaerts, Ronny; de Girolamo, Giovanni; Haro, Josep Maria; Kessler, Ronald C; Kovess, Viviane; Ono, Yutaka; Ormel, Johan; Posada-Villa, José

2008-11-01

To investigate a) whether childhood adversity predicts adult-onset asthma; b) whether early-onset depressive/anxiety disorders predict adult-onset asthma; and c) whether childhood adversity and early-onset depressive/anxiety disorders predict adult-onset asthma independently of each other. Previous research has suggested, but not established, that childhood adversity may predict adult-onset asthma and, moreover, that the association between mental disorders and asthma may be a function of shared risk factors, such as childhood adversity. Ten cross-sectional population surveys of household-residing adults (>18 years, n = 18,303) assessed mental disorders with the Composite International Diagnostic Interview (CIDI 3.0) as part of the World Mental Health surveys. Assessment of a range of childhood family adversities was included. Asthma was ascertained by self-report of lifetime diagnosis and age of diagnosis. Survival analyses calculated hazard ratios (HRs) for risk of adult-onset (>age 20 years) asthma as a function of number and type of childhood adversities and early-onset (Childhood adversities predicted adult-onset asthma with risk increasing with the number of adversities experienced (HRs = 1.49-1.71). Early-onset depressive and anxiety disorders also predicted adult-onset asthma (HRs = 1.67-2.11). Childhood adversities and early-onset depressive and anxiety disorders both predicted adult-onset asthma after mutual adjustment (HRs = 1.43-1.91). Childhood adversities and early-onset depressive/anxiety disorders independently predict adult-onset asthma, suggesting that the mental disorder-asthma relationship is not a function of a shared background of childhood adversity.

Conceptions of and Early Childhood Educators' Experiences in Early Childhood Professional Development Programs: A Qualitative Metasynthesis

ERIC Educational Resources Information Center

Brown, Christopher P.; Englehardt, Joanna

2016-01-01

Policy makers and early childhood stakeholders across the United States continue to seek policy solutions that improve early educators' instruction of young children. A primary vehicle for attaining this goal is professional development. This has led to an influx of empirical studies that seek to develop a set of best practices for professional…

Transitions for Young Children: Creating Connections across Early Childhood Systems

ERIC Educational Resources Information Center

Kagan, Sharon Lynn, Ed.; Tarrant, Kate, Ed.

2010-01-01

Smooth early childhood transitions are key to ensuring positive outcomes for young children the world over--but in today's fragmented early education systems, it's difficult to ensure continuity among programs and services. Early childhood professionals will help change that with this book, the first to propose a comprehensive, practical framework…

Academy Update (Early Childhood Professionals Collaborating for Quality), 1986-1992.

ERIC Educational Resources Information Center

Academy Update, 1992

1992-01-01

This document consists of the first 15 consecutive issues of a newsletter published by the National Academy of Early Childhood Programs (The Academy), a division of the National Association for the Education of Young Children (NAEYC). The newsletter focuses on providing information and feedback on early childhood programs for early childhood…

Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

ERIC Educational Resources Information Center

Kildan, Abdullah Oguzhan; Incikabi, Lutfi

2015-01-01

This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…

Early Childhood Military Education?

ERIC Educational Resources Information Center

Pelo, Ann

2011-01-01

Does the country's national security rely on top-quality early childhood education? Yes, say the military leaders of Mission: Readiness, an organization led by retired military commanders that promotes investment in education, child health, and parenting support. Actually, the generals are right, but for all the wrong reasons. The generals' aim is…

Implementation of Early Childhood Development Education Service Standard Guidelines on Physical Facilities in Public and Private Early Childhood Education Centres Kakamega County, Kenya

ERIC Educational Resources Information Center

Sitati, Emmily M.; Ndirangu, Mwangi; Kennedy, Bota; Rapongo, George S.

2016-01-01

In 2006, the Kenyan Ministry of Education (MoE) developed an early childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical…

Culturally Responsive Literacy Practices in an Early Childhood Community

ERIC Educational Resources Information Center

Bennett, Susan V.; Gunn, AnnMarie Alberton; Gayle-Evans, Guda; Barrera, Estanislado S.; Leung, Cynthia B.

2018-01-01

Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators)…

A Politics of Imperceptibilities, Possibilities and Early Childhood Practice

ERIC Educational Resources Information Center

Cumming, Tamara; Sumsion, Jennifer

2014-01-01

A growing body of research suggests that a range of "hidden" or "less tangible" aspects of early childhood practice play an important part in early childhood practice. The purpose of this article is to contribute to this existing research literature by identifying some of the complex ways that less tangible aspects…

Early Childhood Folio 3: A Collection of Recent Research.

ERIC Educational Resources Information Center

Wright, Judith, Ed.; Podmore, Valerie, Ed.

This booklet is a collection of articles addressing current issues in early childhood education. The first article, "Would You Like to Pack Away Now?: Improving the Quality of Talk in Early Childhood Programs," (Laurie Makin) addresses how teachers talk to children. The second article, "Persistence When It's Difficult: A Disposition…

Child Abuse and Its Implications for Early Childhood Educators.

ERIC Educational Resources Information Center

Gootman, Marilyn E.

1996-01-01

This article discusses how schools can facilitate the normal development of young abused/neglected children; examines how research can provide schools with the sensitivity and tools for accomplishing this task; and addresses the early childhood curriculum, the treatment of dysfunctional behavior, and the role of the early childhood teacher. (CR)

The hierarchical structure of childhood personality in five countries: continuity from early childhood to early adolescence.

PubMed

Tackett, Jennifer L; Slobodskaya, Helena R; Mar, Raymond A; Deal, James; Halverson, Charles F; Baker, Spencer R; Pavlopoulos, Vassilis; Besevegis, Elias

2012-08-01

Childhood personality is a rapidly growing area of investigation within individual differences research. One understudied topic is the universality of the hierarchical structure of childhood personality. In the present investigation, parents rated the personality characteristics of 3,751 children from 5 countries and 4 age groups. The hierarchical structure of childhood personality was examined for 1-, 2-, 3-, 4-, and 5-factor models across country (Canada, China, Greece, Russia, and the United States) and age group (3-5, 6-8, 9-11, and 12-14 years of age). Many similarities were noted across both country and age. The Five-Factor Model was salient beginning in early childhood (ages 3-5). Deviations across groups and from adult findings are noted, including the prominent role of antagonism in childhood personality and the high covariation between Conscientiousness and intellect. Future directions, including the need for more explicit attempts to merge temperament and personality models, are discussed. © 2011 The Authors. Journal of Personality © 2011, Wiley Periodicals, Inc.

Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years.

PubMed

Salla, Julie; Michel, Grégory; Pingault, Jean Baptiste; Lacourse, Eric; Paquin, Stéphane; Galéra, Cédric; Falissard, Bruno; Boivin, Michel; Tremblay, Richard E; Côté, Sylvana M

2016-11-01

Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.

Improving the Quality of Early Childhood Education in Chile: Tensions between Public Policy and Teacher Discourses over the Schoolarisation of Early Childhood Education

ERIC Educational Resources Information Center

Pardo, Marcela; Woodrow, Christine

2014-01-01

This article problematises emerging tensions in Chile, in relation to the discourses of early childhood teachers and public policies aimed at improving the quality of early childhood education. The aim of the analysis is to contribute to developing more nuanced understandings of these tensions, through the analytical lenses provided by the…

Making the Case for Early Childhood Investments: Three Arguments

ERIC Educational Resources Information Center

Neugebauer, Roger

2011-01-01

Tamar Manuelyan Atinc, vice president of The World Bank, introduces a World Bank report, "Investing in Young Children: An Early Childhood Development Guide for Policy Dialogue and Project Preparation". This report, which is a must for inclusion in every advocate's make the case for investing in early childhood services. It defines three arguments…

Designs for Living and Learning: Transforming Early Childhood Environments.

ERIC Educational Resources Information Center

Curtis, Deb; Carter, Margie

While the early childhood field has formed standards to help in recognizing quality programs for children, practitioners seldom use values to guide in selection of materials or to help plan early childhood environments. This book draws on a variety of educational approaches, including Waldorf, Montessori, and Reggio Emilia, to outline hundreds of…

Stress in Early Childhood: Helping Children and Their Carers

ERIC Educational Resources Information Center

Thomas, Patrice

2006-01-01

This book offers practical and effective strategies for stress management for both early childhood staff and the children in their care. Here, the author uncovers valuable insights into the causes of stress and outlines a range of activities to counteract it. Early childhood practitioners know that theirs is both a stressful and rewarding…

Praxis in Early Childhood Research with Infants and Educators

ERIC Educational Resources Information Center

Salamon, Andi

2017-01-01

As emerging literature reflects, "praxis" is an important and useful concept for thinking about the many aspects of early childhood education (ECE) and early childhood research. In this article, I seek to contribute to discussions about praxis in ECE as a valuable concept for meeting the ethical challenges that arise in participatory…

Writing and Publishing Qualitative Studies in Early Childhood Education

ERIC Educational Resources Information Center

Saracho, Olivia N.

2017-01-01

When a study is published in a respected professional journal, it not only verifies that the research has been completed but also that it has been subjected to anonymous peer review. Published results from studies in early childhood education contribute to the field's knowledge and provide direction to guide future early childhood education…

Assessment Practices and Training Needs of Early Childhood Professionals

ERIC Educational Resources Information Center

Banerjee, Rashida; Luckner, John L.

2013-01-01

Assessment plays a critical role in the planning and delivery of quality services for young children and their families. The purpose of this study was to identify the current assessment practices and training needs of early childhood professionals. A large sample of early childhood professionals responded to a comprehensive survey. The most…

Teacher Preparation for Early Childhood: Special Education in Taiwan

ERIC Educational Resources Information Center

Ho, Hua-Kuo

2014-01-01

The purpose of this paper is intended to present the current model of teacher preparation for early childhood special education in Taiwan. Documentary analysis was conducted in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood special education in Taiwan could be summarized…

Shared-Reading Volume in Early Childhood Special Education Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Justice, Laura M.

2015-01-01

This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…

Issues and Realities in Early Childhood Education.

ERIC Educational Resources Information Center

Spodek, Bernard

This paper investigates three issues vital to early childhood education: (1) sources of curriculum, (2) sources of financial support, and (3) the relationship between racism and compensatory education. "Natural" childhood and child development theories are discussed, and their use as a source of curriculum for young children is questioned, as is…

Developing and Validating a Survey of Korean Early Childhood English Teachers' Knowledge

ERIC Educational Resources Information Center

Kim, Jung In

2015-01-01

The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current…

Partial and Incomplete Voices: The Political and Three Early Childhood Teachers' Learning

ERIC Educational Resources Information Center

Henderson, Linda

2014-01-01

The early childhood-school relationship is reported as having points of separation and difference. In particular, early childhood teachers located in a school setting report experiencing a push-down effect. This paper reports on a participatory action research project involving three early childhood teachers working within an independent school.…

Multiple Perspectives on Play in Early Childhood Education. SUNY Series, Early Childhood Education.

ERIC Educational Resources Information Center

Saracho, Olivia N., Ed.; Spodek, Bernard, Ed.

This book provides research in the area of educational play for early childhood teachers and teacher educators. Following an introduction by the editors, the chapters of the book are: (1) "A Historical Overview of Theories of Play" (Olivia Saracho and Bernard Spodek); (2) "Playing with a Theory of Mind" (Angeline Lillard); (3)…

Differentiating early-onset persistent versus childhood-limited conduct problem youth.

PubMed

Barker, Edward D; Maughan, Barbara

2009-08-01

Among young children who demonstrate high levels of conduct problems, less than 50% will continue to exhibit these problems into adolescence. Such developmental heterogeneity presents a serious challenge for intervention and diagnostic screening in early childhood. The purpose of the present study was to inform diagnostic screening and preventive intervention efforts by identifying youths whose conduct problems persist. The authors examined 1) the extent to which early-onset persistent versus childhood-limited trajectories can be identified from repeated assessments of childhood and early-adolescent conduct problems and 2) how prenatal and early postnatal risks differentiate these two groups. To identify heterogeneity in early-onset conduct problems, the authors used data from a large longitudinal population-based cohort of children followed from the prenatal period to age 13. Predictive risk factors examined were prenatal and postnatal measures of maternal distress (anxiety, depression), emotional and practical support, and family and child characteristics (from birth to 4 years of age). Findings revealed a distinction between early-onset persistent versus childhood-limited conduct problems in youths. Robust predictors of the early-onset persistent trajectory were maternal anxiety during pregnancy (32 weeks gestation), partner cruelty to the mother (from age 0 to 4 years), harsh parenting, and higher levels of child undercontrolled temperament. Sex differences in these risks were not identified. Interventions aiming to reduce childhood conduct problems should address prenatal risks in mothers and early postnatal risks in both mothers and their young children.

2005 Workforce Study: Ohio Early Childhood Centers. General Analysis

ERIC Educational Resources Information Center

Stoneburner, Chris

2006-01-01

The purpose of this study was to understand the characteristics of the current workforce in early childhood. This report highlights key characteristics of the 2005 early childhood center workforce in Ohio. Survey packets were sent to 3.600 randomly selected centers in April 2005, representing centers licensed by the Ohio Department of Job and…

Early Childhood Education: History, Theory, and Practice. Second Edition

ERIC Educational Resources Information Center

Morgan, Harry

2010-01-01

Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. From birth to age eight, when children become integrated into society through their education at school and at home, "Early Childhood Education" examines the education of this age…

Perspectives on Early Childhood Education in Egypt and Kuwait.

ERIC Educational Resources Information Center

El-Beblawi, Viola F.

Early childhood education is rooted in the Arab culture. Of particular importance for the implementation of early childhood education is the academic psycho-educational movement in the Arab world (initiated by Tsmail El Kabani and Dr. Abel Aziz El Koussy), which began in the 1920s. This movement, combined with rapid social change (including the…

Researching Early Childhood Policy and Practice. A Critical Ecology

ERIC Educational Resources Information Center

Urban, Mathias

2012-01-01

This article examines the renewed interest in early childhood education and care in European politics, and the implications for research in changing policy contexts. Based on the policy analysis, it argues for a radical reconceptualisation of how, with and for whom, and to what end we design, conduct and interpret research in early childhood in…

Taiwanese Model of Teacher Preparation for Early Childhood Education

ERIC Educational Resources Information Center

Ho, Hua-Kuo

2012-01-01

The purpose of this paper is intended to present the current model of teacher preparation for early childhood education in Taiwan. Documentary analysis was employed in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood education in Taiwan could be summarized as: (1) The…

Early Childhood Mental Health Consultation: Common Questions and Answers

ERIC Educational Resources Information Center

Hughes, Mary-alayne; Spence, Christine M.; Ostrosky, Michaelene M.

2015-01-01

As the field of early childhood mental health continues to expand and evolve, the evidence base is growing, and early childhood mental health consultation is viewed as a promising practice. However, there continues to be a need for further research, with particular attention given to the utility and effectiveness of this approach with infants and…

A Global Perspective on Early Childhood Care and Education: A Proposed Model. Action Research in Family and Early Childhood. UNESCO Education Sector Monograph.

ERIC Educational Resources Information Center

Lillemyr, Ole Fredrik; Fagerli, Oddvar; Sobstad, Frode

This monograph describes an alternative model for early childhood care and education involving a complex and integrated system that allows for more collaboration among early childhood care and education activities. The model, with its emphasis on values in all educational practices, is intended to promote a more global and total approach to…

What's Happening with Computer Technology in Early Childhood Education Settings?

ERIC Educational Resources Information Center

Wood, Eileen; Willoughby, Teena; Specht, Jacqueline

1998-01-01

This in-depth survey of 75 early-childhood-education directors examined the current status of computer use in early childhood education (ECE). Results suggest that training may be necessary to facilitate the introduction of computers in ECE environments. (Author/LRW)

Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading

ERIC Educational Resources Information Center

Hammond, Lorraine

2015-01-01

Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators'…

Greek In-Service and Preservice Teachers' Views about Bullying in Early Childhood Settings

ERIC Educational Resources Information Center

Psalti, Anastasia

2017-01-01

Despite the plethora of studies regarding bullying worldwide, there are limited studies at the early childhood level. This article presents the results of a pilot study aiming at exploring preservice and in-service early childhood teachers' views on bullying in Greek early childhood settings. A total of 192 early childhood teachers completed a…

Promoting School and Life Success through Early Childhood Family Literacy

ERIC Educational Resources Information Center

Swick, Kevin J.

2009-01-01

Early childhood family literacy programs have great potential to positively influence children and families. This article presents the core values and key components of high quality early childhood family literacy programs. The benefits and cost effectiveness of these programs are also discussed.

"I Have a Hippopotamus!": Preparing Effective Early Childhood Environmental Educators

ERIC Educational Resources Information Center

Torquati, Julia; Leeper-Miller, Jennifer; Hamel, Erin; Hong, Soo-Young; Sarver, Susan; Rupiper, Michelle

2017-01-01

This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for…

Classroom Effects of an Early Childhood Educator Professional Development Partnership

ERIC Educational Resources Information Center

Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

2011-01-01

We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

Emotional Self-Regulation, Peer Rejection, and Antisocial Behavior: Developmental Associations from Early Childhood to Early Adolescence

ERIC Educational Resources Information Center

Trentacosta, Christopher J.; Shaw, Daniel S.

2009-01-01

This study examined relations among emotional self-regulation, peer rejection, and antisocial behavior in a sample of 122 boys from low-income families who participated in a summer camp and were followed longitudinally from early childhood to early adolescence. Emotional self-regulation strategies were coded in early childhood from a waiting task,…

Ecological influences of early childhood obesity: a multilevel analysis.

PubMed

Boonpleng, Wannaporn; Park, Chang Gi; Gallo, Agatha M; Corte, Colleen; McCreary, Linda; Bergren, Martha Dewey

2013-07-01

This study aims to determine the contributing factors for early childhood overweight/obesity within the contexts of the child's home, school, and community, and to determine how much each of the ecological contexts contributes to childhood overweight/obesity. The framework was developed from Bronfenbrenner's ecological systems theory. Data for 2,100 children from the Early Childhood Longitudinal Study, Birth Cohort, were used in a series of multilevel modeling analyses. There was significant variation in childhood overweight/obesity by school and community. The majority of variation in childhood overweight/obesity was explained by the child and family factors in addition to school and community factors. Explained variance of childhood overweight/obesity at the school level was 27% and at the community level, 2%. The variance composition at children's family level alone was 71%. Therefore, overweight/obesity prevention efforts should focus primarily on child, family, and school factors and then community factors, to be more effective.

Does early childhood callous-unemotional behavior uniquely predict behavior problems or callous-unemotional behavior in late childhood?

PubMed Central

Waller, Rebecca; Dishion, Thomas J.; Shaw, Daniel S.; Gardner, Frances; Wilson, Melvin N.; Hyde, Luke W.

2016-01-01

Callous unemotional (CU) behavior has been linked to behavior problems in children and adolescents. However, few studies have examined whether CU behavior in early childhood predicts behavior problems or CU behavior in late childhood. This study examined whether indicators of CU behavior at ages 2–4 predicted aggression, rule-breaking, and CU behavior across informants at age 9.5. To test the unique predictive and convergent validity of CU behavior in early childhood, we accounted for stability in behavior problems and method effects to rule out the possibility that rater biases inflated the magnitude of any associations found. Cross-informant data were collected from a multi-ethnic, high-risk sample (N = 731; female = 49%) at ages 2–4 and again at age 9.5. From age 3, CU behavior uniquely predicted aggression and rule-breaking across informants. There were also unique associations between CU behavior assessed at ages 3 and 4 and CU behavior assessed at age 9.5. Findings demonstrate that early-childhood indicators of CU behavior account for unique variance in later childhood behavior problems and CU behavior, taking into account stability in behavior problems over time and method effects. Convergence with a traditional measure of CU behavior in late childhood provides support for the construct validity of a brief early childhood measure of CU behavior. PMID:27598253

Who Has Rights to What? Inclusion in Australian Early Childhood Programs

ERIC Educational Resources Information Center

Petriwskyj, Anne

2010-01-01

In early childhood settings prior to school and in the early years of primary school, debate continues over the meaning of inclusion and its scope in terms of the groups under consideration. The genealogies of early childhood education and care, early primary school, special education and cultural education were examined to identify recurring and…

Renovating Early Childhood Education Pedagogy: A Case Study in Vietnam

ERIC Educational Resources Information Center

Thao, Dang Phuong; Boyd, Wendy Anne

2014-01-01

Since 2003, the Vietnamese government has prioritised curriculum reform efforts and commitment to improving the quality of the national curriculum. The Vietnamese early childhood education renovation has encountered considerable changes and challenges, particularly in the area of pedagogical approaches. Many early childhood teachers continue to…

Managing Asthma in the Early Childhood Setting

ERIC Educational Resources Information Center

Graville, Iris

2011-01-01

Asthma, one of the most common chronic disorders in childhood, affects more than seven million children in the United States, and is the third leading cause of hospitalization for children. Statistics like these make planning and preparing for asthma in the early childhood setting a high priority. With the high rates of asthma in the U.S. today,…

Manipulative Use and Elementary School Students' Mathematics Learning

ERIC Educational Resources Information Center

Uribe-Flórez, Lida J.; Wilkins, Jesse L. M.

2017-01-01

Using data from the Early Childhood Longitudinal Study (ECLS) 1998/1999, we examine the relationship between elementary students' (K-5) manipulative use and mathematics learning. Using a cross-sectional correlational analysis, we found no relationship between manipulative use and student mathematics "achievement". However, using a…

Mathematics in Early Childhood Education: Revolution or Evolution?

ERIC Educational Resources Information Center

Stipek, Deborah

2013-01-01

Hachey (2013) aptly describes a recent surge in attention to mathematics for young children. The value of math for children as young as preschool age, however, was discovered before the 21st century. This is presently not a revolution but rather a potentially important step in an evolution of work that began at least a half century ago. Some…

Physical Education in Early Childhood

ERIC Educational Resources Information Center

Stork, Steve; Sanders, Stephen W.

2008-01-01

This article examines the incidence and quality of physical activity instruction during early childhood. Although the positive effect of physical activity on the cognitive, social, and physical development of young children is generally acknowledged, there is little emphasis nationally on ensuring appropriate physical educational experiences…

Early Childhood Inclusion in Israel

ERIC Educational Resources Information Center

Al-Yagon, Michal; Aram, Dorit; Margalit, Malka

2016-01-01

This article describes conceptual aspects, current policies and practices, and research representing the Israeli perspective regarding early childhood inclusion (ECI) at preschool ages (3-6 years). We review legislative, historical, attitudinal, philosophical, practical, empirical, and cultural issues regarding ECI in Israel. Finally, we focus on…

Current Issues in Early Childhood Education.

ERIC Educational Resources Information Center

Katz, Lilian G.

If present trends in family life and education continue into the next decade, most children under five will spend substantial proportions of their early years in various types of early childhood programs, most five- to six-year-olds will attend all-day kindergarten, and during their elementary school years they will spend much of their time before…

Assessment and Decision-Making in Early Childhood Education and Intervention

ERIC Educational Resources Information Center

Strand, Paul S.; Cerna, Sandra; Skucy, Jim

2007-01-01

Assessment within the fields of early childhood education and early childhood intervention is guided by the "deductive-psychometric model", which is a framework for legitimizing constructs that arise from theories. An alternative approach, termed the "inductive-experimental model", places significantly more restrictions on what constitutes a…

Language and Literacy in Early Childhood Education. Yearbook in Early Childhood Education, Volume 4.

ERIC Educational Resources Information Center

Spodek, Bernard, Ed.; Saracho, Olivia N., Ed.

As classrooms have become more culturally and linguistically diversified, the theories and methods of teaching reading to young children have changed. Early childhood educators must explore new methods of instruction in order to involve and expand the language abilities of young children and must provide engaging activities that will create more…

Abusive early child rearing and early childhood aggression.

PubMed

Herrenkohl, R C; Russo, M J

2001-02-01

Childhood aggression is significant for children, their families, and the society because aggressive children often become violent adolescents. This article examines the relationship between maltreatment and early childhood aggression. Data are from a longitudinal study of maltreated and nonmaltreated children assessed as preschoolers and again at school age. The dependent variable is the child's teacher's rating of aggression at school age. The independent variables are from preschool and school age observations of the mother-child interaction and the mother's report of physical discipline practices. Using structural equation modeling, harshness of interaction at preschool age but not school age and severity of physical discipline at school age but not preschool age, relate to aggression at school age. Results suggest a difference in the developmental stage at which different features of harsh child rearing exert their influence. Strategies for intervening to prevent the development of childhood aggression are suggested.

Teacher Understandings of and Commitment to Gender Equity in the Early Childhood Setting

ERIC Educational Resources Information Center

Lee-Thomas, Kerrin; Sumsion, Jennifer; Roberts, Susan

2005-01-01

Despite considerable examination of gender and gender equity within early childhood education, gender inequity remains problematic in many early childhood settings. Using qualitative methods, the study reported in this article investigated four early childhood teachers' understandings about gender and their commitment to promoting gender equity.…

Early menarche and childhood adversities in a nationally representative sample.

PubMed

Henrichs, Kimberly L; McCauley, Heather L; Miller, Elizabeth; Styne, Dennis M; Saito, Naomi; Breslau, Joshua

2014-01-01

Epidemiological evidence suggests that early menarche, defined as onset of menses at age 11 or earlier, has increased in prevalence in recent birth cohorts and is associated with multiple poor medical and mental health outcomes in adulthood. There is evidence that childhood adversities occurring prior to menarche contribute to early menarche. Data collected in face-to-face interviews with a nationally representative sample of women age 18 and over (N = 3288), as part of the National Comorbidity Survey-Replication, were analyzed. Associations between pre-menarchal childhood adversities and menarche at age 11 or earlier were estimated in discrete time survival models with statistical adjustment for age at interview, ethnicity, and body mass index. Adversities investigated included physical abuse, sexual abuse, neglect, biological father absence from the home, other parent loss, parent mental illness, parent substance abuse, parent criminality, inter-parental violence, serious physical illness in childhood, and family economic adversity. Mean age at menarche varied across decadal birth cohorts (χ(2)₍₄₎ = 21.41, p < .001) ranging from a high of 12.9 years in the oldest cohort (age 59 or older at the time of interview) to a low of 12.4 in the second youngest cohort (age 28-37). Childhood adversities were also more common in younger than older cohorts. Of the 11 childhood adversities, 5 were associated with menarche at age 11 or earlier, with OR of 1.3 or greater. Each of these five adversities is associated with a 26% increase in the odds of early menarche (OR = 1.26, 95% CI 1.14-1.39). The relationship between childhood sexual abuse and early menarche was sustained after adjustment for co-occurring adversities. (OR = 1.77, 95% CI 1.21-2.6). Evidence from this study is consistent with hypothesized physiological effects of early childhood family environment on endocrine development. Childhood sexual abuse is the adversity most strongly

Aesthetic Discourses in Early Childhood Settings: Dewey, Steiner, and Vygotsky

ERIC Educational Resources Information Center

Lim, Booyeun

2004-01-01

Early childhood, when young children are already capable of undergoing aesthetic experience, must be the starting point for aesthetic education. Despite increasing attention to the significant values of the arts in early childhood classrooms, no theoretical framework to support aesthetic education has been established. This article introduces the…

Literacy in Early Childhood and Primary Education: Issues, Challenges, Solutions

ERIC Educational Resources Information Center

McLachlan, Claire; Nicholson, Tom; Fielding-Barnsley, Ruth; Mercer, Louise; Ohi, Sarah

2012-01-01

Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips…

Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

ERIC Educational Resources Information Center

Han, Heejeong Sophia; Brown, E. Todd

2013-01-01

This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

Recent Trends and Innovations in the Early Childhood Education Curriculum.

ERIC Educational Resources Information Center

Saracho, Olivia N.; Spodek, Bernard

2003-01-01

Examines recent trends in early childhood education practice: the education of all children in inclusive classes, the management of vertical and horizontal transitions, the emergence of early childhood education and care programs, the development of school-family-community partnerships, the emphasis on language learning and emergent literacy, the…

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…

Promoting Health in Early Childhood Environments: A Health-Promotion Approach

ERIC Educational Resources Information Center

Minniss, Fiona Rowe; Wardrope, Cheryl; Johnston, Donni; Kendall, Elizabeth

2013-01-01

This paper investigates the mechanisms by which a health-promotion intervention might influence the health-promoting behaviours of staff members working in early childhood centres. The intervention was an ecological health-promotion initiative that was implemented within four early childhood centres in South-East Queensland, Australia. In-depth,…

Remembering Childhood: Do Our Memories and Experiences Influence Our Understanding of Early Childhood and Our Practice with Young Children?

ERIC Educational Resources Information Center

Horsley, Karen; Penn, Helen

2014-01-01

Students on the Early Childhood Studies degree programme at the University of East London were asked to reflect on their childhood memories and how these have shaped their understandings of early childhood and practices with young children. Students' rich and varied accounts reflect the diversity of largely non-traditional students from countries…

Using Problem Solving to Assess Young Children's Mathematics Knowledge

ERIC Educational Resources Information Center

Charlesworth, Rosalind; Leali, Shirley A.

2012-01-01

Mathematics problem solving provides a means for obtaining a view of young children's understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary…

Towards a Framework for the Validation of Early Childhood Assessment Systems

ERIC Educational Resources Information Center

Goldstein, Jessica; Flake, Jessica Kay

2016-01-01

American early childhood education is in the midst of drastic change. In recent years, states have begun the process of overhauling early childhood education systems in response to federal grant competitions, bringing an increased focus on assessment and accountability for early learning programs. The assessment of young children is fraught with…

How Do We Educate Teachers for Early Childhood Education: Early Childhood Educators in Japan.

ERIC Educational Resources Information Center

Ishigaki, Emiko

This paper discusses the organization of early childhood education and preschool education in Japan and describes how teachers are trained for positions in these schools. It is noted that the organization of such education in Japan has undergone considerable change since the first kindergarten was established in 1877. At that time the curriculum…

Precursors of Adolescent Substance Use from Early Childhood and Early Adolescence: Testing a Developmental Cascade Model

PubMed Central

Sitnick, Stephanie; Shaw, Daniel S.; Hyde, Luke

2013-01-01

This study examined developmentally-salient risk and protective factors of adolescent substance use assessed during early childhood and early adolescence using a sample of 310 low-income boys. Child problem behavior and proximal family risk and protective factors (i.e., parenting, maternal depression) during early childhood, as well as child and family factors and peer deviant behavior during adolescence were explored as potential precursors to later substance use during adolescence using structural equation modeling. Results revealed that early childhood risk and protective factors (i.e., child externalizing problems, mothers’ depressive symptomatology, and nurturant parenting) were indirectly related to substance use at the age of 17 via risk and protective factors during early and middle adolescence (i.e., parental knowledge and externalizing problems). The implications of these findings for early prevention and intervention are discussed. PMID:24029248

Diversity and Difference in Early Childhood Education: Issues for Theory and Practice

ERIC Educational Resources Information Center

Robinson, Kerry; Diaz, Criss Jones

2005-01-01

Early childhood professionals are often required to work with children and families from a range of diverse backgrounds. This book goes beyond simplistic definitions of diversity, encouraging a much broader understanding and helping early childhood educators develop a critical disposition towards assumptions about children and childhood in…

Teaching Practices that Promote Motor Skills in Early Childhood Settings

ERIC Educational Resources Information Center

Robinson, Leah E.; Webster, E. Kipling; Logan, S. Wood; Lucas, W. Amarie; Barber, Laura T.

2012-01-01

Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate…

Australian Early Childhood Educators: From Government Policy to University Practice

ERIC Educational Resources Information Center

Davies, Sharon; Trinidad, Sue

2013-01-01

This article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. Using an ecological…

Family Strategies to Support and Develop Resilience in Early Childhood

ERIC Educational Resources Information Center

Taket, A. R.; Nolan, A.; Stagnitti, K.

2014-01-01

Early childhood is an important time for the development of resilience. A recently completed study has followed three cohorts of resilient children and young people living in disadvantaged areas in Victoria, Australia, through different transitions in their educational careers. This paper focuses on the early childhood cohort, where we have…

Early Childhood Sexuality Education: Future Educators' Attitudes and Considerations

ERIC Educational Resources Information Center

Brouskeli, Vasiliki; Sapountzis, Antonis

2017-01-01

Sexuality education is one of the most disputable health education programs as far as its inclusion in Early Childhood Education is concerned. This study was conducted in order to investigate early childhood future educators' attitudes and considerations about introducing sexuality education to their future pupils. We used a qualitative research…

Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

ERIC Educational Resources Information Center

Wagner, Brigid Daly; French, Lucia

2010-01-01

This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher…

Investigating Reported Data Practices in Early Childhood: An Exploratory Study

ERIC Educational Resources Information Center

Brawley, Susan; Stormont, Melissa A.

2014-01-01

The importance of collecting and using data for educational decision making is clear. However, little information has been gathered about the systematic collection and use of data in early childhood. The purpose of this study was to explore teacher perceptions of data collection practices in early childhood. Participants included 137 early…

Cross-National Perspective on Early Childhood Education: Engaging in Inquiry.

ERIC Educational Resources Information Center

Takanishi, Ruby

Some potential areas of inquiry into the field of cross-national study of early childhood education are described in relation to the history and aims of the World Organization for Early Childhood Education (OMEP). Currently the largest international organization concerned with preschool education, OMEP is presented with specific recommendations:…

The Role of Staff in Quality Improvement in Early Childhood

ERIC Educational Resources Information Center

Sims, Margaret; Waniganayake, Manjula

2015-01-01

There is international recognition of the importance of high quality services for young children with a consensus that three pillars contribute to quality improvement: adult: child ratios, staff qualifications and group size. In Australia over the past 5 years, early childhood policy has attempted to drive improvements in early childhood service…

Before Five: Early Childhood Care and Education in New Zealand.

ERIC Educational Resources Information Center

New Zealand Dept. of Education, Wellington.

This publication outlines the Government of New Zealand's new plans and policies for the administration of early childhood care and education. Specific features are discussed in detail in sections concerning: (1) early childhood care and education at the local level, specifically management structures and responsibilities, the use of Crown land,…

Developing Identities in the Workplace: Students' Experiences of Distance Early Childhood Teacher Education

ERIC Educational Resources Information Center

Tate, Alice

2016-01-01

In Aotearoa New Zealand, many early childhood teachers gain their teaching qualification via distance study while working in an early childhood centre. Early childhood teachers work in a team environment, and it is important to understand more about how distance students negotiate changes in their workplace practice as their professional knowledge…

Early Childhoods in a Changing World

ERIC Educational Resources Information Center

Clark, Margaret M., Ed.; Tucker, Stanley, Ed.

2010-01-01

This book challenges taken for granted views of early childhood across the globe. It deepens and broadens our understanding of what it means to be a child today and of the challenges children face in different parts of the world. It will be essential reading for all who work with young children or are students of early years education and…

Influence of maternal adiposity, preterm birth and birth weight centiles on early childhood obesity in an Indigenous Australian pregnancy-through-to-early-childhood cohort study.

PubMed

Pringle, K G; Lee, Y Q; Weatherall, L; Keogh, L; Diehm, C; Roberts, C T; Eades, S; Brown, A; Smith, R; Lumbers, E R; Brown, L J; Collins, C E; Rae, K M

2018-05-16

Childhood obesity rates are higher among Indigenous compared with non-Indigenous Australian children. It has been hypothesized that early-life influences beginning with the intrauterine environment predict the development of obesity in the offspring. The aim of this paper was to assess, in 227 mother-child dyads from the Gomeroi gaaynggal cohort, associations between prematurity, Gestation Related-Optimal Weight (GROW) centiles, maternal adiposity (percentage body fat, visceral fat area), maternal non-fasting plasma glucose levels (measured at mean gestational age of 23.1 weeks) and offspring BMI and adiposity (abdominal circumference, subscapular skinfold thickness) in early childhood (mean age 23.4 months). Maternal non-fasting plasma glucose concentrations were positively associated with infant birth weight (P=0.005) and GROW customized birth weight centiles (P=0.008). There was a significant association between maternal percentage body fat (P=0.02) and visceral fat area (P=0.00) with infant body weight in early childhood. Body mass index (BMI) in early childhood was significantly higher in offspring born preterm compared with those born at term (P=0.03). GROW customized birth weight centiles was significantly associated with body weight (P=0.01), BMI (P=0.007) and abdominal circumference (P=0.039) at early childhood. Our findings suggest that being born preterm, large for gestational age or exposed to an obesogenic intrauterine environment and higher maternal non-fasting plasma glucose concentrations are associated with increased obesity risk in early childhood. Future strategies should aim to reduce the prevalence of overweight/obesity in women of child-bearing age and emphasize the importance of optimal glycemia during pregnancy, particularly in Indigenous women.

Early Childhood Pre-Service Students' Transitioning into Discourses of Professional Practice

ERIC Educational Resources Information Center

Quinones, Gloria; Ridgway, Avis

2015-01-01

The focus of this study is to investigate early childhood students' discourses of play-based curriculum. In this paper we focus on how students made implicit and explicit links to the Victorian Early Years Learning and Development Framework (VEYLDF). Twenty-six early childhood students had volunteered their de-identified play and pedagogy…

IDEA and Early Childhood Inclusion.

ERIC Educational Resources Information Center

Smith, Barbara J.; Rapport, Mary Jane K.

This paper discusses 1997 amendments to the Individuals with Disabilities Education Act (IDEA) that promote the inclusion of children with disabilities in general early childhood education settings. The evolution of inclusion policy is explored and changes in disability terminology are described. Amended provisions are then explained and include:…

Films in Early Childhood Education.

ERIC Educational Resources Information Center

Cooke, Gary, Comp.

This annotated bibliography provides descriptions of films concerning child development and various approaches to early childhood education. Some are for classroom use, and others are intended as guides and resource materials for teachers. Attachments give addresses and phone numbers of film distributors and addresses, managers and phone number of…

The Early Childhood Coaching Handbook

ERIC Educational Resources Information Center

Rush, Dathan D.; Shelden, M'Lisa L.

2011-01-01

Evidence-based and highly effective, "coaching" helps early childhood practitioners support other professionals and families as they enhance existing knowledge, develop new skills, and promote healthy development of young children. This hands-on guide shows professionals how to conduct skillful coaching in any setting--home, school, or community.…

Rural Disparities in Baseline Data of the Early Childhood Longitudinal Study: A Chartbook

ERIC Educational Resources Information Center

Grace, Cathy; Shores, Elizabeth F.; Zaslow, Martha; Brown, Brett; Aufseeser, Dena; Bell, Lynn

2006-01-01

This report shows the rural disparities in the baseline data of the Birth and Kindergarten Cohorts of the national Early Childhood Longitudinal Study (ECLS). The National Center for Rural Early Childhood Learning Initiatives, known as Rural Early Childhood, commissioned Child Trends to perform the analysis of key indicators of child well-being and…

Analyzing the Impact of Gender on Depictions of Touch in Early Childhood Textbooks

ERIC Educational Resources Information Center

Gilbert, Andrew; Williams, Shane

2008-01-01

Early childhood contexts often enact "common-sense identities" that create and sustain the notion that teachers of young children are expressly female and heterosexual. It has also been argued that touch is a key difference between men and women in early childhood classrooms. This exploratory study examined 10 early childhood textbooks to…

Early Childhood Socialization: Societal Context and Childrearing Values in Hungary

ERIC Educational Resources Information Center

Brayfield, April; Korintus, Marta

2011-01-01

This article examines the socio-cultural context of early childhood socialization in Hungary. Using a macroscopic lens, we describe the national demographic situation and the social organization of early childhood education and care. Our analysis then shifts to a microscopic focus on parental values and beliefs about the substance of what young…

Expanding Early Childhood Care and Education: How Much Does It Cost? A Proposal for a Methodology to Estimate the Costs of Early Childhood Care and Education at Macro-Level, Applied to Arab States. Working Papers in Early Childhood Development, No. 46

ERIC Educational Resources Information Center

van Ravens, Jan; Aggio, Carlos

2008-01-01

While the critical importance of early childhood care and education (ECCE) is undisputed, few developing countries are presently pursuing strong national policies to expand it. Thus, Goal One of the Education for All (EFA) agenda--"Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and…

Early modern mathematical instruments.

PubMed

Bennett, Jim

2011-12-01

In considering the appropriate use of the terms "science" and "scientific instrument," tracing the history of "mathematical instruments" in the early modern period is offered as an illuminating alternative to the historian's natural instinct to follow the guiding lights of originality and innovation, even if the trail transgresses contemporary boundaries. The mathematical instrument was a well-defined category, shared across the academic, artisanal, and commercial aspects of instrumentation, and its narrative from the sixteenth to the eighteenth century was largely independent from other classes of device, in a period when a "scientific" instrument was unheard of.

Early Nutrition and Physical Activity Interventions in Childhood Cancer Survivors

PubMed Central

Zhang, Fang Fang; Kelly, Michael J.; Must, Aviva

2017-01-01

Purpose of review Childhood cancer survivors experience excessive weight gain early in treatment. Lifestyle interventions need to be initiated early in cancer care to prevent the early onset of obesity and cardiovascular disease (CVD). We reviewed the existing literature on early lifestyle interventions in childhood cancer survivors and consider implications for clinical care. Recent findings Few lifestyle interventions focus on improving nutrition in childhood cancer survivors. A consistent effect on reducing obesity and CVD risk factors is not evident from the limited number of studies with heterogeneous intervention characteristics, although interventions with a longer duration and follow-up show more promising trends. Summary Future lifestyle interventions should be of a longer duration and include a nutrition component. Interventions with a longer duration and follow-up are needed to assess the timing and sustainability of the intervention effect. Lifestyle interventions introduced early in cancer care are both safe and feasible. PMID:28455678

FUNdamental Movement in Early Childhood.

ERIC Educational Resources Information Center

Campbell, Linley

2001-01-01

Noting that the development of fundamental movement skills is basic to children's motor development, this booklet provides a guide for early childhood educators in planning movement experiences for children between 4 and 8 years. The booklet introduces a wide variety of appropriate practices to promote movement skill acquisition and increased…

HIV/AIDS and Early Childhood.

ERIC Educational Resources Information Center

Hanssen, Elizabeth, Ed.; Zimanyi, Louise, Ed.

2002-01-01

The Consultative Group on Early Childhood Care and Development is increasingly concerned with the lack of attention to children affected by the HIV/AIDS pandemic. This theme issue of "Coordinators' Notebook" examines issues related to ensuring that orphans and vulnerable children under 5 years receive attention in the international,…

Early Childhood Educator's Nutrition Handbook.

ERIC Educational Resources Information Center

Olson, Christine; And Others

This nutrition handbook is designed to provide enough information on nutrition and food habits to enable early childhood educators to add a nutrition dimension to children's learning activities. Topics covered are the role of nutrition in growth during the preschool years; nutrients and their functions; selecting a healthy diet; common nutritional…

Early Childhood Education in Scandinavia.

ERIC Educational Resources Information Center

Austin, Gilbert R.; Dittman, Laura

This article discusses the move toward greater equality of educational opportunity in Scandinavia with particular emphasis on early childhood education. The increasing demand for preschool education in Denmark, Finland, Norway and Sweden is related to low birth rates together with increased employment of women and the general demand for equality…

Workforce Development in Early Childhood Education and Care. Research Overview

ERIC Educational Resources Information Center

Bretherton, Tanya

2010-01-01

The early childhood education and care industry in Australia is undergoing a shift in philosophy. Changes in policy are driving the industry towards a combined early childhood education and care focus, away from one on child care only. This move has implications for the skilling of the child care workforce. This research overview describes the…

2013 State of States' Early Childhood Data Systems. #2014-06

ERIC Educational Resources Information Center

Early Childhood Data Collaborative, 2014

2014-01-01

In July 2013, the Early Childhood Data Collaborative (ECDC) surveyed 50 states and the District of Columbia to assess state early childhood data systems. The survey, completed by state education, health, and social services staff, focused on these three key aspects of state data systems, taken from ECDC's 10 Fundamentals: (1) Do states have the…

A Spatial Re-Consideration of the Early Childhood-School Relationship

ERIC Educational Resources Information Center

Henderson, Linda; Nuttall, Joce; Kriegler, Lili-Ann; Schiele, Helen

2016-01-01

This paper undertakes a spatial examination of the early childhood-school relational space. It theorizes space as a product of interrelationships, moving therefore beyond an understanding of space as fixed and horizontal. Drawing on data from a pilot project with early childhood and junior primary teachers working in an independent (i.e. private,…

A Nordic Perspective on Early Childhood Education and Care Policy

ERIC Educational Resources Information Center

Karila, Kirsti

2012-01-01

The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and…

Business Case for Early Childhood Investments

ERIC Educational Resources Information Center

America's Promise Alliance (NJ1), 2011

2011-01-01

America's Promise's ReadyNation initiative has released this brief, which "makes the case" to business leaders on why investing in early childhood should be important to them. The brief includes "how-to" tips, helpful statistics and more.

An Experimental Test of Parenting Practices as a Mediator of Early Childhood Physical Aggression

ERIC Educational Resources Information Center

Brotman, Laurie Miller; O'Neal, Colleen R.; Huang, Keng-Yen; Gouley, Kathleen Kiely; Rosenfelt, Amanda; Shrout, Patrick E.

2009-01-01

Background: Parenting practices predict early childhood physical aggression. Preventive interventions that alter parenting practices and aggression during early childhood provide the opportunity to test causal models of early childhood psychopathology. Although there have been several informative preventive intervention studies that test mediation…

Early childhood teachers' self-efficacy toward teaching science: Outcomes of professional development

NASA Astrophysics Data System (ADS)

Clark, Sarah

The teaching of science in the early childhood classrooms has slowly been decreasing. As the years have passed, the subject of science has been put on the backburner while mathematics and language arts have taken center stage in the educational system. Early childhood teachers need to find ways to integrate science with other subjects in order to ensure children are receiving a well-rounded and full education. The purpose of this study was to determine the effectiveness of professional development on teachers' efficacy in teaching science. Volunteer teachers completed the Weisgram and Bigler scale (TWBS) pre and post training, in order to determine their self-efficacy toward teaching science, they also completed pre- and post- concept maps about their knowledge of teaching science, and a demographic questionnaire. Findings indicate the training provided was effective in increasing teachers' knowledge of teaching science. Teachers who had an increase in science teaching knowledge were also found to feel more efficacious about teaching science after completing the training and an academic year of implementing science lessons in their classrooms. There was not a relationship between teacher demographics and their science-teaching efficacy. This means that the demographics of participants in this study were not influential on teachers' efficacy, but professional development workshops enabled teachers to gain more knowledge about teaching as well as increase their efficacy about teaching science.

La mejora de la educacion infantil desde el analisis del pensamiento practico de sus educadores. [The Improvement of Early Childhood Education from an Analysis of the Practical Thinking of Early Childhood Educators.

ERIC Educational Resources Information Center

Argos, Javier

2000-01-01

Discusses proposals for the innovation and development of early childhood education practice, based on findings from case studies on the practical knowledge of four experienced female early childhood educators. Argues that improving early childhood education should be based on its reasons and purposes rather than content or method. (JPB)

Female Preservice Teachers and Mathematics: Anxiety, Beliefs, and Stereotypes

ERIC Educational Resources Information Center

Lake, Vickie E.; Kelly, Loreen

2014-01-01

The purpose of the current study was to examine if preservice teachers' (PSTs) mathematics anxiety decreased and if their beliefs and stereotypes changed after they completed their early childhood mathematics methods course. It was hypothesized that by using and modeling concrete materials or manipulatives (Thompson, 1992; Vinson, 2001) and…

Early Childhood Inclusion in Croatia

ERIC Educational Resources Information Center

Ljubešic, Marta; Šimleša, Sanja

2016-01-01

This article explains early childhood inclusion in Croatia from its beginnings up to challenges in current policy and practice. The first preschool education for children with disabilities dates back to the 1980s and was provided in special institutions. In the last 10 years, mainstream kindergartens have been enrolling children with disabilities…

Early Childhood Intervention in China

ERIC Educational Resources Information Center

Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane

2015-01-01

With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other…

Curriculum in Early Childhood Education.

ERIC Educational Resources Information Center

Bernard Van Leer Foundation, The Hague (Netherlands).

At a seminar on Compensatory Early Childhood Education held in Jerusalem in the fall of 1972 the idea of compensatory education and its viability in cross cultural terms was examined in conjunction with a critical review of the whole notion of social and cultural disadvantage. Twenty-two participants from international governmental organizations…

Early Practicum Experiences: Preservice Early Childhood Students' Perceptions and Sense of Efficacy

ERIC Educational Resources Information Center

Van Schagen Johnson, Amy; La Paro, Karen M.; Crosby, Danielle A.

2017-01-01

The current study explored early practicum experiences (those occurring before student teaching) in an early childhood birth to kindergarten teacher education program. Undergraduates enrolled in practicum courses completed questionnaires about their overall practicum experience including: socio-emotional components (their perceived fit with their…

Relationships between Childhood Traumatic Experiences, Early Maladaptive Schemas and Interpersonal Styles

PubMed Central

KAYA TEZEL, Fulya; TUTAREL KIŞLAK, Şennur; BOYSAN, Murat

2015-01-01

Introduction Cognitive theories of psychopathology have generally proposed that early experiences of childhood abuse and neglect may result in the development of early maladaptive self-schemas. Maladaptive core schemas are central in the development and maintenance of psychological symptoms in a schema-focused approach. Psychosocial dysfunction in individuals with psychological problems has been consistently found to be associated with symptom severity. However, till date, linkages between psychosocial functioning, early traumatic experiences and core schemas have received little attention. The aim of the present study was to explore the relations among maladaptive interpersonal styles, negative experiences in childhood and core self-schemas in non-clinical adults. Methods A total of 300 adults (58% women) participated in the study. The participants completed a socio-demographic questionnaire, Young Schema Questionnaire, Childhood Trauma Questionnaire and Interpersonal Style Scale. Results Hierarchical regression analyses revealed that the Disconnection and Rejection and Impaired Limits schema domains were significant antecedents of maladaptive interpersonal styles after controlling for demographic characteristics and childhood abuse and neglect. Associations of child sexual abuse with Emotionally Avoidant, Manipulative and Abusive interpersonal styles were mediated by early maladaptive schemas. Early maladaptive schemas mediated the relations of emotional abuse with Emotionally Avoidant and Avoidant interpersonal styles as well as the relations of physical abuse with Avoidant and Abusive interpersonal styles. Conclusion Interpersonal styles in adulthood are significantly associated with childhood traumatic experiences. Significant relations between early traumatic experiences and maladaptive interpersonal styles are mediated by early maladaptive schemas. PMID:28360715

Relationships between Childhood Traumatic Experiences, Early Maladaptive Schemas and Interpersonal Styles.

PubMed

Kaya Tezel, Fulya; Tutarel Kişlak, Şennur; Boysan, Murat

2015-09-01

Cognitive theories of psychopathology have generally proposed that early experiences of childhood abuse and neglect may result in the development of early maladaptive self-schemas. Maladaptive core schemas are central in the development and maintenance of psychological symptoms in a schema-focused approach. Psychosocial dysfunction in individuals with psychological problems has been consistently found to be associated with symptom severity. However, till date, linkages between psychosocial functioning, early traumatic experiences and core schemas have received little attention. The aim of the present study was to explore the relations among maladaptive interpersonal styles, negative experiences in childhood and core self-schemas in non-clinical adults. A total of 300 adults (58% women) participated in the study. The participants completed a socio-demographic questionnaire, Young Schema Questionnaire, Childhood Trauma Questionnaire and Interpersonal Style Scale. Hierarchical regression analyses revealed that the Disconnection and Rejection and Impaired Limits schema domains were significant antecedents of maladaptive interpersonal styles after controlling for demographic characteristics and childhood abuse and neglect. Associations of child sexual abuse with Emotionally Avoidant, Manipulative and Abusive interpersonal styles were mediated by early maladaptive schemas. Early maladaptive schemas mediated the relations of emotional abuse with Emotionally Avoidant and Avoidant interpersonal styles as well as the relations of physical abuse with Avoidant and Abusive interpersonal styles. Interpersonal styles in adulthood are significantly associated with childhood traumatic experiences. Significant relations between early traumatic experiences and maladaptive interpersonal styles are mediated by early maladaptive schemas.

Music and Early Childhood in the Tristes Tropiques: The Brazilian Experience

ERIC Educational Resources Information Center

Ilari, Beatriz

2007-01-01

Inspired by ideas that Levi-Strauss (1955) presented in "Tristes Tropiques", the author discusses music and early childhood in Brazil from educational, historical, anthropological, and sociological perspectives. She begins with a short history of early childhood education in Brazil, including changes in educational policies, teacher…

Early Childhood Educators' Well-Being: An Updated Review of the Literature

ERIC Educational Resources Information Center

Cumming, Tamara

2017-01-01

Researchers are increasingly recognising the connections between early childhood educators' well-being and their capacity for providing high quality education and care. The past five years have seen an intensification of research concerning early childhood educators' well-being. However, fragmentation along conceptual, contextual and…

Where Are the Early Years of School in Contemporary Early Childhood Education Reforms? An Historical Perspective

ERIC Educational Resources Information Center

Krieg, Susan; Whitehead, Kay

2015-01-01

Although international definitions of early childhood repeatedly refer to a birth-8 age span, there are complex, institutional divides within this age range. This paper explores the divide between pre-compulsory and compulsory early childhood institutions. In countries such as Finland this divide is not such an issue because children do not begin…

Interpersonal Callousness from Childhood to Adolescence: Developmental Trajectories and Early Risk Factors.

PubMed

Byrd, Amy L; Hawes, Samuel W; Loeber, Rolf; Pardini, Dustin A

2018-01-01

Youth with a callous interpersonal style, consistent with features of adult psychopathy (e.g., lack of guilt, deceitful), are at risk for exhibiting severe and protracted antisocial behaviors. However, no studies have examined changes that occur in interpersonal callousness (IC) from childhood to adolescence, and little is known about the influence of early child, social, and contextual factors on trajectories of IC. The current study examined distinct patterns of IC across childhood and adolescence and associations with early risk factors. Participants were an at-risk sample of 503 boys (56% African American) assessed annually from around ages 7-15. Analyses examined child (anger dysregulation, fearfulness), social (peer, family, maltreatment), and contextual (psychosocial adversity) factors associated with teacher-reported IC trajectories across childhood and adolescence. Using latent class growth analysis, five trajectories of IC were identified (early-onset chronic, childhood-limited, adolescent-onset, moderate, low). Approximately 10% of boys followed an early-onset chronic trajectory, and a roughly equal percent of youth followed childhood-limited trajectory (10%) or an adolescent-onset trajectory (12%) of IC across development. Specifically, half of the boys with high IC in childhood did not continue to exhibit significant levels of these features into adolescence, whereas an equal proportion of youth with low IC in childhood demonstrated increasing levels during the transition to adolescence. Boys in the early-onset chronic group were characterized by the most risk factors and were differentiated from those with childhood-limited and adolescent-onset IC only by higher conduct problems, fearlessness, and emotional abuse/neglect. Findings are discussed in terms of developmental models of IC and several avenues for early targeted interventions.

Equal Access to Early Childhood Education in South Korea Using the Geographic Information System

ERIC Educational Resources Information Center

Lee, Jin; Jang, Youn Joo

2017-01-01

While the importance of early childhood education is well documented, scant attention is afforded to the access to institutions for early childhood education. Uneven distribution of institutions for early childhood education in segregated metropolitan areas can cause inequality of educational opportunity. By using the Geographic Information System…

Testimony of Gina Adams, Senior Fellow, Urban Institute. Before the Early Childhood, Elementary, and Secondary Education Subcommittee Hearing on "Improving Early Childhood Development Policies and Practices"

ERIC Educational Resources Information Center

Adams, Gina

2009-01-01

This paper presents the testimony of Gina Adams before the Early Childhood, Elementary, and Secondary Education Subcommittee Hearing on "Improving Early Childhood Development Policies and Practices." This testimony was presented to the House Committee on Education and Labor, U.S. House of Representatives last March 19, 2009. She talks about how…

Socioeconomic gradients in early childhood health: evidence from Bangladesh and Nepal.

PubMed

Devkota, Satis; Panda, Bibhudutta

2016-05-16

A large literature has developed researching the origins of socioeconomic gradients in child health in developed countries. Particularly, this research examines the age at which these gradient effects emerge and how they change across different stages of childhood. However, similar research on developing countries is limited. This paper examines the socioeconomic gradients in early childhood health in two developing countries, Bangladesh and Nepal using the 2011 Demographic and Health Surveys. The paper separately studies two measures of household socioeconomic status: household wealth and maternal educational attainment. Two anthropometric measures of early childhood health, height-for-age and weight-for-age Z scores for 0-59 months of children, are used for our empirical exercise. The paper uses both non-parametric and multivariate ordinary least squares approaches to examine at what age socioeconomic disparities in health emerge, and investigates if these disparities increase with age in early childhood. The paper provides significant evidence of age-specific socioeconomic gradients in early childhood health in both countries. Health disparities in household wealth exist in both countries. This disparity emerges in the first 11 months of life, and is particularly severe for children from the poorest quintile. On the other hand, while the emergence of maternal education gradients during the first 11 months is sensitive to the choice of childhood health measure, the study finds the children of mothers with higher education to enjoy significantly higher health outcomes in comparison to those with lower education. However, controlling for father's education weakens the effects of maternal education on child health in both countries. Further, the paper does not find statistically significant evidence where socioeconomic gradients in health increase with age in early childhood. Our study concludes that socioeconomic disparities in health outcomes exist even in very

Evaluation of Young Children for Early Intervention and Early Childhood Special Education.

ERIC Educational Resources Information Center

Allen, Diana

This technical assistance document provides guidelines for child assessment and eligibility determination for early intervention and early childhood special education programs in Oregon. An overview of the assessment process explains screening, eligibility evaluation, and assessment for the Individual Family Service Plan (IFSP). Legal requirements…

Tensions in Incorporating Global Childhood with Early Childhood Programs: The Case of South Africa

ERIC Educational Resources Information Center

Ebrahim, Hasina

2012-01-01

Global childhood as a concept privileges western ideals of how young children experience growing up, how adults educate them, and how priorities are set for them. Ways of knowing and doing early childhood are backed by Euro-American knowledge, international conventions and scientific evidence which gives a semblance of the truths for intervening…

Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany

ERIC Educational Resources Information Center

Mischo, Christoph; Wahl, Stefan; Strohmer, Janina; Wolf, Carina

2014-01-01

Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for…

Survey on Early Childhood Advisory Councils. NGA Center for Best Practices Backgrounder

ERIC Educational Resources Information Center

National Governors Association, 2007

2007-01-01

During fall 2007, the NGA Center surveyed states regarding the presence and nature of state early childhood coordinating councils, which may exist as Early Learning Councils, Task Forces, Children's Cabinets, Interagency Coordinating Councils, etc. For brevity, these coordinating entities are referred to below as Early Childhood Advisory Councils…

Exploring Trauma, Loss and Healing: Spirituality, "Te Whariki" and Early Childhood Education

ERIC Educational Resources Information Center

Bone, Jane

2008-01-01

Attention to spirituality is proposed to be a means of restoring and supporting well-being in early childhood educational contexts. In Aotearoa, New Zealand, the spiritual dimension is included in the early childhood curriculum "Te Whariki". This holistic approach to education supported research in three different early childhood…

Increasing Early Childhood Preservice Teachers' Intercultural Sensitivity through the ABCs

ERIC Educational Resources Information Center

Monroe, Lisa; Ruan, Jiening

2018-01-01

While the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the…

International Perspectives on Early Childhood Curriculum Changes in Singapore and Australia

ERIC Educational Resources Information Center

Nyland, Berenice; Ng, Josephine

2016-01-01

This article explores early childhood curriculum reform in Australia and Singapore in order to identify international trends in early childhood education (ECE), similarities in curriculum reform initiatives and implementation strategies adopted. We have observed the existence of many shared ideas across the two contexts that may influence…

Healthy Children, Healthy Lives: The Wellness Guide for Early Childhood Programs

ERIC Educational Resources Information Center

Bergen, Sharon; Robertson, Rachel

2013-01-01

Early childhood is a critical time in human development. Understanding and supporting children's wellness early on can make the greatest impact on physical, social and emotional, and cognitive health throughout childhood and adulthood. "Healthy Children, Healthy Lives" provides a comprehensive collection of checklists and research ­based…

Implementing Observation Protocols: Lessons for K-12 Education from the Field of Early Childhood

ERIC Educational Resources Information Center

Pianta, Robert C.

2012-01-01

This report draws from decades of experience using observation in early childhood education, which has implications for administrative decisions, evaluation practices, and policymaking in K-12. Early childhood education has long embraced the value of observing classrooms and teacher-child interactions. In early childhood education the features of…

Early Childhood Teachers' Efficacy in the US Rural Midwest: Teaching Culturally Diverse Learners

ERIC Educational Resources Information Center

Atiles, Julia Teresa; Douglas, Jonathan Robert; Allexsaht-Snider, Martha

2017-01-01

Purpose: The purpose of this study was to explore early childhood teachers' sense of efficacy for working with immigrant children. In addition, this study examined the relationship of early childhood teachers' sense of efficacy to their multicultural attitudes. Design/methodology/approach: Ninety early childhood teacher participants completed a…

From Preschool to Prosperity: The Economic Payoff to Early Childhood Education. WE Focus Series

ERIC Educational Resources Information Center

Bartik, Timothy J.

2014-01-01

This book is the author's second book on preschool. His first book, "Investing in Kids: Early Childhood Programs and Local Economic Development" (2011), explored the connection between early childhood programs and the economic development of American states and metro areas, and compared early childhood programs with business tax…

Transactional relations between caregiving stress, executive functioning, and problem behavior from early childhood to early adolescence

PubMed Central

LaGasse, Linda L.; Conradt, Elisabeth; Karalunas, Sarah L.; Dansereau, Lynne M.; Butner, Jonathan E.; Shankaran, Seetha; Bada, Henrietta; Bauer, Charles R.; Whitaker, Toni M.; Lester, Barry M.

2016-01-01

Developmental psychopathologists face the difficult task of identifying the environmental conditions that may contribute to early childhood behavior problems. Highly stressed caregivers can exacerbate behavior problems, while children with behavior problems may make parenting more difficult and increase caregiver stress. Unknown is: (1) how these transactions originate, (2) whether they persist over time to contribute to the development of problem behavior and (3) what role resilience factors, such as child executive functioning, may play in mitigating the development of problem behavior. In the present study, transactional relations between caregiving stress, executive functioning, and behavior problems were examined in a sample of 1,388 children with prenatal drug exposures at three developmental time points: early childhood (birth-age 5), middle childhood (ages 6 to 9), and early adolescence (ages 10 to 13). Transactional relations differed between caregiving stress and internalizing versus externalizing behavior. Targeting executive functioning in evidence-based interventions for children with prenatal substance exposure who present with internalizing problems and treating caregiving psychopathology, depression, and parenting stress in early childhood may be particularly important for children presenting with internalizing behavior. PMID:27427803

The Development of Self-Regulation across Early Childhood

PubMed Central

Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

2016-01-01

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of three and seven, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across three diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow three distinct developmental patterns of growth. These three trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds with implications for offering individualized support across children. PMID:27709999

The Cost of Inequality: The Importance of Investing in High Quality Early Childhood Education Programs

ERIC Educational Resources Information Center

Keith, Rebecca S.

2017-01-01

The focus of this dissertation was to explore the importance of high quality early education in later secondary education development, quantifying quality in early childhood education programs, and examining how teacher education contributes to quality of early childhood education programs. For phase I, early childhood education positively…

Tragic mathematics: romantic narratives and the refounding of mathematics in the early nineteenth century.

PubMed

Alexander, Amir R

2006-12-01

A new, Romantic type of mathematical story appeared in the early nineteenth century that was radically different from the sober narrative characteristic of the previous generation of mathematicians. At the same time, a new mathematical practice emerged that differed sharply from the understanding and practice of mathematics during the Enlightenment. These parallel developments are inseparable: the new type of mathematical practice went hand in hand with the new mathematical story.

Continuity in Early Childhood: A Framework for Home, School, and Community Linkages. Revised Edition.

ERIC Educational Resources Information Center

Regional Educational Laboratories Early Childhood Collaboration Network.

This guide details a framework for supporting the efforts of home, school, and community partners to improve continuity and transition in early childhood. Following an introduction describing continuity in early childhood, the importance of a smooth transition, and the eight elements of early childhood continuity, the guide is presented in eight…

Principle-Centered Leadership in Early Childhood Education

ERIC Educational Resources Information Center

Carr, Victoria; Johnson, Lawrence J.; Corkwell, Connie

2009-01-01

One of the most important aspects of any early childhood setting is the quality of its leadership. Leaders set the tone and are critical to the development of a nurturing environment that supports families and staff, who then encourage children to flourish. A principle-centered leadership approach is an effective model for early childhood…

Pre-Service Teachers' Mathematics Language and Reflection in the Context of an Early Childhood Mathematics Methods Course

ERIC Educational Resources Information Center

Boyd, Soleil

2016-01-01

Preschool teachers are expected to engage young children in challenging and supportive mathematics learning. Rich and responsive language experiences in mathematics support children's language acquisition and engagement related to mathematics, however, such engaging experiences may be minimally available to many young children. Professional…

Early Childhood: Child, Teacher, Parent

ERIC Educational Resources Information Center

Baroody, Christie

2006-01-01

The field of early childhood holds promising keys to unlocking many of the mysteries in learning. Educators in the field, given the right tools, have the potential to have a profound impact on the long-term success of their students. The design of this curriculum comes directly out of the incredible possibilities set in motion while exploring…

Regional Early Childhood Policy Review

ERIC Educational Resources Information Center

Evans, Judith

2008-01-01

The UNESCO-UNICEF joint regional policy review project was launched in September 2006 with the aim to support the countries of Asia-Pacific region in meeting the first goal of Education For All (EFA) on Early Childhood Care and Education (ECCE) by identifying, documenting and sharing good practices as well as constraints and challenges in early…

Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation

ERIC Educational Resources Information Center

Bernoteit, Stephanie A., Ed.; Darragh Ernst, Johnna C., Ed.; Latham, Nancy I., Ed.

2016-01-01

"Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation" is jointly published by the Illinois Education Research Council (IERC) and the Illinois Board of Education (IBHE), and highlights the accomplished work of many of the state's two- and four-year faculty to redesign early childhood educator…

Early Childhood Predictors of the Social Competence of Adults with Autism

ERIC Educational Resources Information Center

Gillespie-Lynch, Kristen; Sepeta, Leigh; Wang, Yueyan; Marshall, Stephanie; Gomez, Lovella; Sigman, Marian; Hutman, Ted

2012-01-01

Longitudinal research into adult outcomes in autism remains limited. Unlike previous longitudinal examinations of adult outcome in autism, the twenty participants in this study were evaluated across multiple assessments between early childhood (M = 3.9 years) and adulthood (M = 26.6 years). In early childhood, responsiveness to joint attention…

"Te Whariki", the New Zealand Early Childhood Curriculum: Is It Effective?

ERIC Educational Resources Information Center

Blaiklock, Ken

2010-01-01

"Te Whariki", the New Zealand early childhood curriculum, has received much praise since its introduction in 1996. There is, however, little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. This article raises questions about the structure and content of "Te Whariki". The…

Taming the Wild: Approaches to Nature in Japanese Early Childhood Education

ERIC Educational Resources Information Center

Burke, Rachael S.

2014-01-01

The Japanese early childhood curriculum provides ample opportunities for children to interact with nature and to learn about natural phenomena. However, using Kalland (1995) and Martinez's (2008) theories about Japanese constructions of nature, this paper argues that most Japanese early childhood experiences do not constitute direct contact with…

Mathematics in Early Years Education. 3rd Edition

ERIC Educational Resources Information Center

Montague-Smith, Ann; Price, Alison

2012-01-01

This third edition of the best-selling "Mathematics in Nursery Education" provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning--number and counting, calculation, pattern, shape, measures and data handling--it summarises the research findings and underlying key concepts…

The "Othering" of Men in Early Childhood Education: Applying Covey's Seven Habits

ERIC Educational Resources Information Center

McGowan, Kevin

2016-01-01

How do early childhood educators, parents, and administrators really feel about men working with young children? Should men work as teachers of young children from birth through 8 years of age? Is this women's work? Does explicitly and implicitly excluding men from the early childhood education workforce benefit the early childhood community's…

Early Childhood Educators' Experiences and Perceptions of Professionalism and Professionalisation in the Asian Context

ERIC Educational Resources Information Center

Monk, Hilary; Phillipson, Sivanes

2017-01-01

Increasingly early childhood educators are referred to as "professionals," but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to…

Behavior problems in late childhood: the roles of early maternal attachment and teacher-child relationship trajectories.

PubMed

O'Connor, Erin E; Collins, Brian A; Supplee, Lauren

2012-01-01

The purposes of the current study were: (1) to examine the roles of early maternal attachment relationships and teacher-child relationships during childhood for externalizing and internalizing behaviors in late childhood, and (2) to investigate teacher-child relationships, as well as externalizing and internalizing behaviors in early childhood as possible mechanisms linking early maternal attachment relationships to behavior problems in late childhood. Longitudinal data from the National Institute of Child Health and Human Development Early Child Care Research Network Study of Early Child Care and Youth Development (N = 1140 mothers and children) were used in this investigation. There were three main findings. First, insecure/other maternal attachment relationships in early childhood (i.e., 36 months) were associated with externalizing and internalizing behaviors in late childhood (Grade 5). Second, elevated levels of teacher-child conflict during childhood were associated with externalizing behaviors in late childhood whereas low levels of teacher-child closeness were associated with internalizing behaviors. Third, the effects of insecure/other attachment on externalizing and internalizing behaviors in late childhood were mediated through teacher-child relationships during childhood and early externalizing and internalizing behaviors. Implications for attachment theory are discussed.

Identification of Special Educational Needs for Early Childhood Inclusive Education in Ghana

ERIC Educational Resources Information Center

Mensah, Florence Akua; Badu-Shayar, Jeremiah

2016-01-01

Early Childhood Education is a key element for the growth and development of every country. This paper, provides a summary of reviewing the impact of early childhood special educational assessment on children to be "at risk" of developing special educational needs. It was identified mainly that early identification of at-risk factors for…

Early Childhood Adventures in Peacemaking: A Conflict Resolution Activity Guide for Early Childhood Educators. Second Edition.

ERIC Educational Resources Information Center

Kreidler, William J.; Whittall, Sandy Tsubokawa

This early childhood curriculum (ages 3-6) uses games, music, art, drama, and storytelling to teach young children effective, nonviolent ways to resolve conflicts and provides caregivers with tools for helping young children develop key conflict resolution skills. Following an introductory chapter, Chapter 2 provides guidance in assessing the…

Frameworks for Response to Intervention in Early Childhood: Description and Implications

ERIC Educational Resources Information Center

Communication Disorders Quarterly, 2014

2014-01-01

In February, 2013, the Division of Early Childhood, the National Association for the Education of Young Children, and the National Head Start Association released a collaborative paper to provide clarification and assistance regarding the relationship of response to intervention (RTI) with the field of early childhood (EC). In addition to…

Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms

ERIC Educational Resources Information Center

Farley, Kristin Sue; Piasta, Shayne; Dogucu, Mine; O'Connell, Ann

2017-01-01

Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to…

Paths to Empowerment. Ten Years of Early Childhood Work in Israel.

ERIC Educational Resources Information Center

Paz, Ruth

In this book, Bernard van Leer Foundation programs in Israel that combined early childhood education and community development approaches across a 10-year period are described. Chapter (1) provide an introduction; (2) discuss the evolution of this combined approach, its theoretical roots in the separate disciplines of early childhood education and…

ICT and Play in Preschool: Early Childhood Teachers' Beliefs and Confidence

ERIC Educational Resources Information Center

Nikolopoulou, Kleopatra; Gialamas, Vasilis

2015-01-01

This study investigated early childhood teachers' beliefs about information and communications technology (ICT) and play in preschool, as well as their confidence in integrating ICT in the classroom. A 28-item questionnaire was compiled and administered to 190 early childhood teachers in Greece. Although ICT play (which can provide learning…

Creativity in Music and Early Childhood.

ERIC Educational Resources Information Center

Hildebrandt, Carolyn

1998-01-01

Discusses ways for early childhood educators to encourage young children's creativity in music. Argues that teachers often present music as a teacher-guided activity used to control children, and that musical education can be facilitated by allowing children to guide their own musical explorations. (JPB)

"Race" and Early Childhood Education: An International Approach to Identity, Politics, and Pedagogy. Critical Cultural Studies of Childhood

ERIC Educational Resources Information Center

Mac Naughton, Glenda, Ed.; Davis, Karina, Ed.

2009-01-01

This book explores the prominence of "race" in the lives of young children and their early childhood educators. It critiques the often presumed racial innocence of young children and shows instead how young children actively engage with the politics of race as they form their own identities. It challenges early childhood educators to engage with…

A Longitudinal Assessment of Early Acceleration of Students in Mathematics on Growth in Mathematics Achievement

ERIC Educational Resources Information Center

Ma, X.

2005-01-01

Early acceleration of students in mathematics (in the form of early access to formal abstract algebra) has been a controversial educational issue. The current study examined the rate of growth in mathematics achievement of accelerated gifted, honors, and regular students across the entire secondary years (Grades 7-12), in comparison to their…

Expert Practitioner's Views about the Chinese Early Childhood Environment Rating Scale

ERIC Educational Resources Information Center

Hu, Bi Ying; Vong, Keang-ieng; Chen, Yuewen; Li, Kejian

2015-01-01

This study aims to examine the views of 176 expert practitioners on the relevance and feasibility of applying the Chinese Early Childhood Environment Rating Scale (CECERS), which is developed based on the Chinese version of Harms, Clifford, and Cryer's (2005) world renowned Early Childhood Environment Rating Scale-revised (ECERS-R). The CECERS…

Investing in Michigan's Future: Meeting the Early Childhood Challenge

ERIC Educational Resources Information Center

Schweinhart, Lawrence J.; Fulcher-Dawson, Rachel

2006-01-01

This report presents results from research into the effects of early childhood programs on their participants, particularly low-income and at-risk children. The studies described offer evidence on the long-term effects of high quality early childhood programs. Such programs can have long-lasting positive effects on children and their families,…

Intervention of Behavioural, Cognitive and Sex on Early Childhood's Aggressive Behaviour

ERIC Educational Resources Information Center

Purwati; Japar, Muhammad

2015-01-01

This study aims to find out the effect of behavioural intervention, cognitive intervention, and sex intervention toward the aggressive behaviour of early childhood. The study is conducted at two non-formal institutions of Education on Early Childhood in Magelang. This study obtains the data from two experimental groups consisting of 14 early…

Teaching Early Childhood Assessment Online: A State-Wide Multi-University Collaboration

ERIC Educational Resources Information Center

Murray, Ann D.; McDonald, Angie; York, Marti A.

2006-01-01

This paper describes an online early childhood assessment course that was developed through a multi-university collaboration with support from a state improvement grant. Collaborators from three universities developed the course to address a new early childhood unified license (birth to age 8, regular and special education) in the state of Kansas.…

Determination of Preservice Special Education Teachers' Views on Early Childhood Intervention

ERIC Educational Resources Information Center

Baglama, Basak; Demirok, Mukaddes Sakalli

2016-01-01

Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with…

Integrated and Early Childhood Education: Preparation for Social Development. Theme A: Relevant Provision for Early Childhood.

ERIC Educational Resources Information Center

Axton, J. H. M.

Factors which influence child development are listed and briefly discussed. These factors are (1) mother's childhood, (2) mother's age, (3) care during pregnancy and delivery, (4) early neonatal factors, (5) birth interval, (6) effect of repeated infection and malnutrition on brain growth and intellectual development, and (7) home environment. The…

Early Childhood Education in Portugal.

ERIC Educational Resources Information Center

Vasconcelos, Teresa

This booklet provides an overview of the policy and status of early childhood education in Portugal and includes the text of Law 5/97, the Framework Law for Pre-School Education, as well as the Curriculum Guidelines for Pre-School Education adopted by Portugal's government. Two of Law 5/97's nine main goals are: (1) to promote the child's personal…

Boys' Bodies in Early Childhood

ERIC Educational Resources Information Center

Drummond, Murray

2012-01-01

This paper is based on qualitative research data from a project investigating early childhood boys' constructions of masculinities in relation to sport, health and the body. The focus group data, with 33 boys, has been collected in each of the boys' first three years at school. It is part of the data that will be collected over eight years with…

Psychoneuroimmunology of Early-Life Stress: The Hidden Wounds of Childhood Trauma?

PubMed Central

Danese, Andrea; J Lewis, Stephanie

2017-01-01

The brain and the immune system are not fully formed at birth, but rather continue to mature in response to the postnatal environment. The two-way interaction between the brain and the immune system makes it possible for childhood psychosocial stressors to affect immune system development, which in turn can affect brain development and its long-term functioning. Drawing from experimental animal models and observational human studies, we propose that the psychoneuroimmunology of early-life stress can offer an innovative framework to understand and treat psychopathology linked to childhood trauma. Early-life stress predicts later inflammation, and there are striking analogies between the neurobiological correlates of early-life stress and of inflammation. Furthermore, there are overlapping trans-diagnostic patterns of association of childhood trauma and inflammation with clinical outcomes. These findings suggest new strategies to remediate the effect of childhood trauma before the onset of clinical symptoms, such as anti-inflammatory interventions and potentiation of adaptive immunity. Similar strategies might be used to ameliorate the unfavorable treatment response described in psychiatric patients with a history of childhood trauma. PMID:27629365

Early Childhood Physical Education. The Essential Elements.

ERIC Educational Resources Information Center

Gabbard, Carl

1988-01-01

Details are presented regarding the essential elements of an effective early childhood physical education curriculum. Components include movement awareness, fundamental locomotor skills, fundamental nonlocomotor skills, fundamental manipulative skills, and health-related fitness. (CB)

Time in Early Childhood: Creative Possibilities with Different Conceptions of Time

ERIC Educational Resources Information Center

Farquhar, Sandy

2016-01-01

Time is an important driver of pedagogy which is often overlooked in the busy atmosphere of an early childhood centre. Engaging philosophically with three different concepts of time, and drawing examples from literature and art to focus attention on how time is constituted in early childhood centres, this article argues that we inhabit the…

Working by the Rules: Early Childhood Professionals' Perceptions of Regulatory Requirements

ERIC Educational Resources Information Center

Fenech, M.; Robertson, G.; Sumsion, J.; Goodfellow, J.

2007-01-01

The regulatory environment in which long daycare centres are required to operate plays a key role in determining what early childhood professionals do and how they go about doing it. This paper reports findings from a state-wide survey undertaken in New South Wales, Australia, which shows how early childhood professionals position themselves on…

The Examination of Teacher Stress among Turkish Early Childhood Education Teachers

ERIC Educational Resources Information Center

Erdiller, Z. B.; Dogan, Ö.

2015-01-01

The purpose of this study is to examine the level of teacher stress experienced by Turkish early childhood education teachers working in public and private preschools serving children from three to six years of age. The participants of the study include 1119 early childhood education teachers gathered through simple random sampling. The data are…

Cord blood DNA methylation and adiposity measures in early and mid-childhood.

PubMed

Kresovich, Jacob K; Zheng, Yinan; Cardenas, Andres; Joyce, Brian T; Rifas-Shiman, Sheryl L; Oken, Emily; Gillman, Matthew W; Hivert, Marie-France; Baccarelli, Andrea A; Hou, Lifang

2017-01-01

Excess adiposity in childhood is associated with numerous adverse health outcomes. As this condition is difficult to treat once present, identification of risk early in life can help inform and implement strategies to prevent the onset of the condition. We performed an epigenome-wide association study to prospectively investigate the relationship between cord blood DNA methylation and adiposity measurements in childhood. We measured genome-wide DNA methylation from 478 children in cord blood and measured overall and central adiposity via skinfold caliper measurements in early (range 3.1-3.3 years) and mid-childhood (age range 7.3-8.3 years) and via dual X-ray absorptiometry (DXA) in mid-childhood. Final models were adjusted for maternal age at enrollment, pre-pregnancy body mass index, education, folate intake during pregnancy, smoking during pregnancy, and gestational weight gain, and child sex, race/ethnicity, current age, and cord blood cell composition. We identified four promoter proximal CpG sites that were associated with adiposity as measured by subscapular (SS) and triceps (TR) ratio (SS:TR) in early childhood, in the genes KPRP , SCL9A10 , MYLK2 , and PRLHR . We additionally identified one gene body CpG site associated with early childhood SS + TR on PPAPDC1A ; this site was nominally associated with SS + TR in mid-childhood. Higher methylation at one promoter proximal CpG site in MMP25 was also associated with SS:TR in mid-childhood. In regional analyses, methylation at an exonal region of GFPT2 was positively associated with SS:TR in early childhood. Finally, we identified regions of two long, non-coding RNAs which were associated with SS:TR (LOC100049716) and fat-free mass index (LOC102723493) in mid-childhood. This analysis identified novel CpG loci associated with adiposity outcomes. However, our results suggest little consistency across the various adiposity outcomes tested, particularly among the more accurate DXA measurements of body composition

Early numerical foundations of young children's mathematical development.

PubMed

Chu, Felicia W; vanMarle, Kristy; Geary, David C

2015-04-01

This study focused on the relative contributions of the acuity of the approximate number system (ANS) and knowledge of quantitative symbols to young children's early mathematical learning. At the beginning of preschool, 191 children (Mage=46 months) were administered tasks that assessed ANS acuity and explicit knowledge of the cardinal values represented by number words, and their mathematics achievement was assessed at the end of the school year. Children's executive functions, intelligence, and preliteracy skills and their parents' educational levels were also assessed and served as covariates. Both the ANS and cardinality tasks were significant predictors of end-of-year mathematics achievement with and without control of the covariates. As simultaneous predictors and with control of the covariates, cardinality remained significantly related to mathematics achievement, but ANS acuity did not. Mediation analyses revealed that the relation between ANS acuity and mathematics achievement was fully mediated by cardinality, suggesting that the ANS may facilitate children's explicit understanding of cardinal value and in this way may indirectly influence early mathematical learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Precision Dentistry in Early Childhood: The Central Role of Genomics.

PubMed

Divaris, Kimon

2017-07-01

Pediatric oral health is determined by the interaction of environmental factors and genetic influences. This is the case for early childhood caries, the most common disease of childhood. The complexity of exogenous-environmental factors interacting with innate biological predispositions results in a continuum of normal variation, as well as oral health and disease outcomes. Optimal oral health and care or precision dentistry warrants comprehensive understanding of these influences and tools enabling intervention on modifiable factors. This article reviews the current knowledge of the genomic basis of pediatric oral health and highlights known and postulated mechanistic pathways of action relevant to early childhood caries. Copyright © 2017 Elsevier Inc. All rights reserved.

The Relation Between Inattentive and Hyperactive/Impulsive Behaviors and Early Mathematics Skills.

PubMed

Sims, Darcey M; Purpura, David J; Lonigan, Christopher J

2016-08-01

Despite strong evidence that inattentive and hyperactive/impulsive behaviors are associated with mathematical difficulties in school-age children, little research has been conducted to examine the link between these constructs before the start of formal education. The purpose of this study was to examine how different manifestations of inattentive and hyperactive/impulsive behaviors, as measured by different assessment tools, are related to early mathematics skills in preschoolers. Eighty-two preschool children completed a measure of early mathematics and the Continuous Performance Test (CPT). Teachers rated children's behaviors using the Conners' Teacher Rating Scale-15 Item. Sixty-five of these children completed mathematics assessments 1 year later. Teacher ratings of inattention were uniquely related to concurrent early mathematics skills, whereas CPT errors were uniquely predictive of early mathematics skills 1 year later. Findings have implications for the understanding and assessment of behavior problems that are associated with early mathematics difficulties. © The Author(s) 2012.

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…

Periodic Early Childhood Hearing Screening: The EHDI Perspective

ERIC Educational Resources Information Center

Hoffman, Jeff; Houston, K. Todd; Munoz, Karen F.; Bradham, Tamala S.

2011-01-01

State coordinators of early hearing detection and intervention (EHDI) programs completed a strengths, weaknesses, opportunities, and threats, or SWOT, analysis that examined 12 areas within state EHDI programs. Concerning periodic early childhood hearing screening, 47 coordinators listed 241 items and themes were identified within each SWOT…

When Do Socioeconomic Resources Matter Most in Early Childhood?

PubMed

Mollborn, Stefanie; Lawrence, Elizabeth; James-Hawkins, Laurie; Fomby, Paula

2014-06-01

Research has established the importance of early socioeconomic advantage and disadvantage for understanding later life outcomes, but less is known about change in the relationship between socioeconomic status (SES) and child development within the period of early childhood. Competing hypotheses drawn from the literature posited: (1) a stable SES-development relationship, (2) a stronger relationship in infancy than at older ages, and (3) a stronger relationship at school entry than at younger ages. Using the nationally representative Early Childhood Longitudinal Study-Birth Cohort (2001-2007), we followed 8600 children from infancy through kindergarten entry to model change over time in the relationship between socioeconomic status and cognitive and behavioral development. The unexpected main finding was that the relationships between three socioeconomic measures (household income, assets, and maternal educational attainment) strengthened from infancy through age 4 or 4½, then weakened slightly until the start of kindergarten. Indirect evidence suggested preschool education as one possible explanation. We argue for researchers to expand the school transition concept to include the now widespread prekindergarten year, as well as for attention to psychological and physiological developmental factors that may shape the relationship between SES and cognitive and behavioral development throughout early childhood.

Early Childhood Programs and Policy in the Northwest and Hawaii: Early Childhood Policy Issues and Options.

ERIC Educational Resources Information Center

Conklin, Nancy Faires; And Others

Discussed are early childhood policy issues and options for Alaska, Hawaii, Idaho, Montana, Oregon, and Washington. Section I explores federal and state directions in terms of levels of policy making, federal and state issues, and interested parties. Section II focuses on policy issues in its discussions of the political climate, long-term…

Socioeconomic status, infant feeding practices and early childhood obesity.

PubMed

Gibbs, B G; Forste, R

2014-04-01

Children from low socioeconomic households are at greater risk of obesity. As breastfeeding can protect against child obesity, disadvantaged infants are less likely to breastfeed relative to more advantaged children. Whether infant feeding patterns, as well as other maternal characteristics mediate the association between social class and obesity has not been established in available research. Examine the impact of infant feeding practices on child obesity and identify the mechanisms that link socioeconomic status (SES) with child obesity. Based on a nationally representative longitudinal survey (ECLS-B) of early childhood (n = 8030), we examine how breastfeeding practices, the early introduction of solid foods and putting an infant to bed with a bottle mediate the relationship between social class and early childhood obesity relative to the mediating influence of other maternal characteristics (BMI, age at birth, smoking, depression and daycare use). Infants predominantly fed formula for the first 6 months were about 2.5 times more likely to be obese at 24 months of age relative to infants predominantly fed breast milk. The early introduction of solid foods (< 4 months) and putting the child to bed with a bottle also increased the likelihood of obesity. Unhealthy infant feeding practices were the primary mechanism mediating the relationship between SES and early childhood obesity. Results are consistent across measures of child obesity although the effect size of infant feeding practices varies. The encouragement and support of breastfeeding and other healthy feeding practices are especially important for low socioeconomic children who are at increased risk of early childhood obesity. Targeting socioeconomically disadvantaged mothers for breastfeeding support and for infant-led feeding strategies may reduce the negative association between SES and child obesity. The implications are discussed in terms of policy and practice. © 2013 The Authors. Pediatric

Early Childhood Diarrhea Predicts Cognitive Delays in Later Childhood Independently of Malnutrition.

PubMed

Pinkerton, Relana; Oriá, Reinaldo B; Lima, Aldo A M; Rogawski, Elizabeth T; Oriá, Mônica O B; Patrick, Peter D; Moore, Sean R; Wiseman, Benjamin L; Niehaus, Mark D; Guerrant, Richard L

2016-11-02

Understanding the complex relationship between early childhood infectious diseases, nutritional status, poverty, and cognitive development is significantly hindered by the lack of studies that adequately address confounding between these variables. This study assesses the independent contributions of early childhood diarrhea (ECD) and malnutrition on cognitive impairment in later childhood. A cohort of 131 children from a shantytown community in northeast Brazil was monitored from birth to 24 months for diarrhea and anthropometric status. Cognitive assessments including Test of Nonverbal Intelligence (TONI), coding tasks (WISC-III), and verbal fluency (NEPSY) were completed when children were an average of 8.4 years of age (range = 5.6-12.7 years). Multivariate analysis of variance models were used to assess the individual as well as combined effects of ECD and stunting on later childhood cognitive performance. ECD, height for age (HAZ) at 24 months, and weight for age (WAZ) at 24 months were significant univariate predictors of the studies three cognitive outcomes: TONI, coding, and verbal performance (P < 0.05). Multivariate models showed that ECD remained a significant predictor, after adjusting for the effect of 24 months HAZ and WAZ, for both TONI (HAZ, P = 0.029 and WAZ, P = 0.006) and coding (HAZ, P = 0.025 and WAZ, P = 0.036) scores. WAZ and HAZ were also significant predictors after adjusting for ECD. ECD remained a significant predictor of coding (WISC III) after number of household income was considered (P = 0.006). This study provides evidence that ECD and stunting may have independent effects on children's intellectual function well into later childhood. © The American Society of Tropical Medicine and Hygiene.

Early Childhood Diarrhea Predicts Cognitive Delays in Later Childhood Independently of Malnutrition

PubMed Central

Pinkerton, Relana; Oriá, Reinaldo B.; Lima, Aldo A. M.; Rogawski, Elizabeth T.; Oriá, Mônica O. B.; Patrick, Peter D.; Moore, Sean R.; Wiseman, Benjamin L.; Niehaus, Mark D.; Guerrant, Richard L.

2016-01-01

Understanding the complex relationship between early childhood infectious diseases, nutritional status, poverty, and cognitive development is significantly hindered by the lack of studies that adequately address confounding between these variables. This study assesses the independent contributions of early childhood diarrhea (ECD) and malnutrition on cognitive impairment in later childhood. A cohort of 131 children from a shantytown community in northeast Brazil was monitored from birth to 24 months for diarrhea and anthropometric status. Cognitive assessments including Test of Nonverbal Intelligence (TONI), coding tasks (WISC-III), and verbal fluency (NEPSY) were completed when children were an average of 8.4 years of age (range = 5.6–12.7 years). Multivariate analysis of variance models were used to assess the individual as well as combined effects of ECD and stunting on later childhood cognitive performance. ECD, height for age (HAZ) at 24 months, and weight for age (WAZ) at 24 months were significant univariate predictors of the studies three cognitive outcomes: TONI, coding, and verbal performance (P < 0.05). Multivariate models showed that ECD remained a significant predictor, after adjusting for the effect of 24 months HAZ and WAZ, for both TONI (HAZ, P = 0.029 and WAZ, P = 0.006) and coding (HAZ, P = 0.025 and WAZ, P = 0.036) scores. WAZ and HAZ were also significant predictors after adjusting for ECD. ECD remained a significant predictor of coding (WISC III) after number of household income was considered (P = 0.006). This study provides evidence that ECD and stunting may have independent effects on children's intellectual function well into later childhood. PMID:27601523

Parental and Early Childhood Influences on Adolescent Obesity: A Longitudinal Study

ERIC Educational Resources Information Center

Chivers, Paola; Parker, Helen; Bulsara, Max; Beilin, Lawrence; Hands, Beth

2012-01-01

The influence of parental and early childhood factors on adolescent obesity was investigated using a longitudinal model of body mass index (BMI) from birth to 14 years. Trajectories of BMI using linear mixed model (LMM) analysis were used to investigate the influence of early parental and childhood factors on BMI at 14 years in the Raine birth…

The development of self-regulation across early childhood.

PubMed

Montroy, Janelle J; Bowles, Ryan P; Skibbe, Lori E; McClelland, Megan M; Morrison, Frederick J

2016-11-01

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Pyrosequencing analysis of oral microbiota in children with severe early childhood dental caries.

PubMed

Jiang, Wen; Zhang, Jie; Chen, Hui

2013-11-01

Severe early childhood caries are a prevalent public health problem among preschool children throughout the world. However, little is known about the microbiota found in association with severe early childhood caries. Our study aimed to explore the bacterial microbiota of dental plaques to study the etiology of severe early childhood caries through pyrosequencing analysis based on 16S rRNA gene V1-V3 hypervariable regions. Forty participants were enrolled in the study, and we obtained twenty samples of supragingival plaque from caries-free subjects and twenty samples from subjects with severe early childhood caries. A total of 175,918 reads met the quality control standards, and the bacteria found belonged to fourteen phyla and sixty-three genera. Our results show the overall structure and microbial composition of oral bacterial communities, and they suggest that these bacteria may present a core microbiome in the dental plaque microbiota. Three genera, Streptococcus, Granulicatella, and Actinomyces, were increased significantly in children with severe dental cavities. These data may facilitate improvements in the prevention and treatment of severe early childhood caries.

Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning

ERIC Educational Resources Information Center

Mathematics Education Research Group of Australasia, 2010

2010-01-01

Play is an essential part of young children's lives. This symposium highlights the integral role of play in young children's mathematics learning and examines the teacher's role in facilitating and extending this. Papers examine key tenets of play, contributing to theoretical understandings and presenting data on teacher's perceptions of play and…

Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms

ERIC Educational Resources Information Center

Pelatti, Christina Yeager; Dynia, Jaclyn M.; Logan, Jessica A.; Justice, Laura M.; Kaderavek, Joan

2016-01-01

Background: Although classroom quality is an important consideration, few recent research studies have examined the process and structural quality in publicly funded early childhood education (ECE) and inclusive ECE classrooms. This study provides an important contribution to the literature by comparing two conceptualizations of quality in…

Challenges Facing Early Childhood Programs Worldwide

ERIC Educational Resources Information Center

Neugebauer, Roger

2008-01-01

In this article, the author presents the challenges faced by early childhood education in 29 countries, according to the World Forum National Representatives and Global Leaders for Young Children. The countries represented in these responses include: Azerbaijan, Bangladesh, Bolivia, Brazil, Canada, Denmark, Egypt, Fiji, India, Iran, Iraq, Japan,…

Early Childhood Trends around the World

ERIC Educational Resources Information Center

Neugebauer, Roger

2007-01-01

This article shares the views of the members of the World Forum community regarding early childhood education trends around the world. It summarizes trends from Eastern Europe, the Caucasus, Central Asia, Denmark, The Netherlands, Italy, Turkey, Nepal, Vietnam, Tajikistan, Hong Kong, Singapore, India, New Zealand, Jordan, Palestine, Egypt,…

Emotional Intersections in Early Childhood Leadership

ERIC Educational Resources Information Center

Baldwin, Nikki A.

2013-01-01

The purpose of this study was to use qualitative research methods to explore the emotional experiences of three early childhood education leaders directing diverse programs in the Rocky Mountain Region. Application of a poststructural theoretical framework was completed to better understand how leaders' emotion was performed within social and…

The Imagination of Early Childhood Education.

ERIC Educational Resources Information Center

Morgan, Harry

This book examines historical features from antiquity through present times that are important to early childhood scholars. Chapter 1 presents the history of education, including discussions of educational practices from the seventeenth through the twentieth centuries in Europe and the United States, recent efforts to merge preschool and…

Fostering Social Expertise in Early Childhood

ERIC Educational Resources Information Center

Porath, Marion

2009-01-01

Social competence is an essential capability to bring to school because of its relationship to academic success. Development and consolidation of social understanding in early childhood ensures that young children have a solid foundation of social expertise when they begin formal schooling. Social expertise, conceptualized within the framework of…

Sociocultural Perspectives on Transition to School from Pacific Islands Early Childhood Centres.

ERIC Educational Resources Information Center

Podmore, Valerie N.; Sauvao, Le'Autuli'ilagi M.; Mapa, Lia

2003-01-01

Summarizes research investigating children's transition to primary school from Pacific early childhood centers in New Zealand. Key issues emerging from the review include continuity of Pacific Islands languages and culture between home, early childhood center, and school; home-school partnership; teachers' and parents' expectations regarding…

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…

Early Childhood Special Education for Children with Visual Impairments: Problems and Solutions

ERIC Educational Resources Information Center

Kesiktas, A. Dolunay

2009-01-01

Studies showing developmental delays in infants and children with visual impairments have triggered early childhood special education studies for this population. Early childhood special education guidelines for visually impaired infants and children range from individualized services to personnel preparation issues while all display certain…

New Directions and Challenges in Preventing Conduct Problems in Early Childhood.

PubMed

Shaw, Daniel S; Taraban, Lindsay E

2017-06-01

In this article, we review advances in developing and preventing conduct problems in early childhood and identify challenges. Among the topics we address are expanding the targets of prevention programs beyond improving parenting skills, implementing family-based interventions during early childhood for families living in impoverished communities, making greater use of community platforms that serve young children at risk for early conduct problems, and incorporating techniques such as motivational interviewing to improve families' engagement in nontraditional mental health settings.

Online Professional Development: Choices for Early Childhood Educators

ERIC Educational Resources Information Center

Olsen, Heather; Donaldson, Ana J.; Hudson, Susan D.

2010-01-01

Early childhood educators are responsible for providing young children with the best possible early care and education. Research on child care workers' education has shown that professional preparation makes a significant impact on children's cognitive and emotional development (National Association for the Education of Young Children [NAEYC],…

Early Childhood Policy Focus: Healthy Eating and Physical Activity. Early Childhood Highlights. Volume 2, Issue 3

ERIC Educational Resources Information Center

Murphey, David; Mackintosh, Bonnie; McCoy-Roth, Marci

2011-01-01

The importance of good nutrition and exercise is well known, and parents have long worried about their children's diets and envied their high energy levels. Like so many life style habits, patterns of nutrition and exercise behaviors are typically established in early childhood. Poor diet and lack of exercise contribute to obesity, which has been…

Mid-childhood fruit and vegetable consumption: The roles of early liking, early consumption, and maternal consumption.

PubMed

Kong, Kai Ling; Gillman, Matthew W; Rifas-Shiman, Sheryl L; Wen, Xiaozhong

2016-10-01

Previous studies have shown that early liking, early consumption, and maternal consumption of fruits and vegetables (F&V) each predict children's F&V consumption, but no one has examined the independent contributions of these three correlated factors. We aim to examine the extent to which each of these 3 factors is associated with F&V consumption in mid-childhood after accounting for the other 2 in the analysis. We analyzed data from 901 mother-child dyads from Project Viva, a prospective pre-birth cohort study. Mothers reported their child's early liking and consumption of F&V at age 2 years and later consumption at mid-childhood (median age 7.7 years). They also reported their own consumption of F&V at 6 months postpartum. We used multivariable linear regression models to examine the independent associations of these 3 factors with mid-childhood consumption, adjusting for socio-demographic, pregnancy, and child confounders. At 2 years, 53% of the mothers strongly agreed that their child liked fruit and 25% strongly agreed that their child liked vegetables. F&V consumption was 2.5 (1.3) and 1.8 (1.1) times/d at age 2 y and 1.5 (1.1) and 1.3 (0.8) times/d in mid-childhood. Maternal F&V consumption was 1.4 (1.1) and 1.5 (1.0) times/d, respectively. Children's early consumption played the most predominant role. For every 1 time/d increment in children's early consumption of F&V, mid-childhood consumption was higher by 0.25 (95% confidence interval [CI]: 0.19, 0.30) times/d for fruits and 0.21 (95% CI: 0.16, 0.26) times/d for vegetables, adjusted for confounders plus the other 2 exposures. In conclusion, children's early F&V consumption has the most significant influence on children's later consumption. Published by Elsevier Ltd.

A Study of Early Childhood Teachers' Conceptions of Creativity in Hong Kong

ERIC Educational Resources Information Center

Cheung, Rebecca Hun Ping; Mok, Magdalena Mo Ching

2013-01-01

The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal…

Otitis Media in Early Childhood and Its Relationship to Later Phonological Development.

ERIC Educational Resources Information Center

Roberts, Joanne Erwick; And Others

1988-01-01

Examination of 55 socioeconomically disadvantaged children found no significant relationship between otitis media in early childhood and number of common phonological processes or consonants in error used during preschool years. However, otitis media in early childhood was associated with total number of phonological processes used by children…

The Current State of Early Childhood Education Programs: How Early Childhood Center Directors Manage Their Human Resources

ERIC Educational Resources Information Center

Arend, Lauren E.

2010-01-01

Purpose: Research in the field of early childhood education (ECE) demonstrated the association between skilled directors and high quality programs. Still, most state licensing requirements do not delineate the requisite knowledge or experience necessary to be an effective director. Many ECE directors advance to their position directly from the…

Constructivism and Jewish Early Childhood Education

ERIC Educational Resources Information Center

Muller, Meir

2013-01-01

Having an educational theory as a school's foundation is a key component in successful educational endeavors. However, many Jewish early childhood programs do not commonly use educational theory to support methods of instruction. In this study 14 children from a constructivist-based Jewish kindergarten class are interviewed to determine how they…

Early Childhood Inclusion: Focus on Change.

ERIC Educational Resources Information Center

Guralnick, Michael J., Ed.

Early childhood inclusion is a field characterized by a philosophy and practice that encourages full participation of children with disabilities and their families in everyday activities with their typically developing peers. Noting that success in inclusion endeavors requires substantial changes in the way our society thinks, feels, and acts,…

Interculturalism: Addressing Diversity in Early Childhood

ERIC Educational Resources Information Center

Ponciano, Leslie; Shabazian, Ani

2012-01-01

Early childhood educators work with children and families from a range of diverse backgrounds. As society becomes increasingly multiracial, multilingual, and multicultural, so too grows the need for educators' abilities to support children's development by instilling in them the tools they need to live together respectfully and stand up to…

Assessing Vocabulary Learning in Early Childhood

ERIC Educational Resources Information Center

Hoffman, Jessica L.; Teale, William H.; Paciga, Kathleen A.

2014-01-01

There is widespread agreement with in the field of early childhood education that vocabulary is important to literacy achievement and that reading aloud can support vocabulary growth. However, there are unexplored and significant problems with the ways we assess young children's vocabulary learning from read-alouds. This paper critically reviews…

Early Childhood Education, The Year in Review: A Look at 1988.

ERIC Educational Resources Information Center

Hymes, James L., Jr.

This is a report on the happenings in early childhood education in the United States in 1988. Contents focus on: (1) the week, the year, and the decade of the young child; (2) the proposed Act for Better Child Care Services; (3) other child care developments; (4) other early childhood programs; (5) growth of pre-kindergarten programs; (6) the need…

Investing in Early Childhood Education: A Global Perspective

ERIC Educational Resources Information Center

Barnett, W. S.; Nores, M.

2012-01-01

The last several decades have seen growing global interest in the potential for public investments in early childhood care and education (ECCE) to improve the development of young children, especially those from socially disadvantaged groups. This interest is based on evidence of the importance of environmental influences on early cognitive and…

The Development of Self-Regulation across Early Childhood

ERIC Educational Resources Information Center

Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

2016-01-01

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and…

Digital, Hybrid, and Multilingual Literacies in Early Childhood

ERIC Educational Resources Information Center

Razfar, Aria; Yang, Eunah

2010-01-01

This article examines sociocultural research on early literacy development in the digital age. The last decade has witnessed a proliferation of informational technology that has fundamentally shifted how we think about language and literacy in the early childhood years. Despite these trends, narrow and reductive views of literacy continue to…

Prenatal Exposure to Perfluoroalkyl Substances and Adiposity in Early and Mid-Childhood

PubMed Central

Mora, Ana María; Oken, Emily; Rifas-Shiman, Sheryl L.; Webster, Thomas F.; Gillman, Matthew W.; Calafat, Antonia M.; Ye, Xiaoyun; Sagiv, Sharon K.

2016-01-01

Background: Few studies have examined whether prenatal exposure to perfluoroalkyl substances (PFASs) is associated with childhood adiposity. Objective: We examined associations of prenatal exposure to PFASs with adiposity in early and mid-childhood. Methods: We measured plasma PFAS concentrations in 1,645 pregnant women (median, 9.6 weeks gestation) enrolled in Project Viva, a prospective pre-birth cohort study in Massachusetts (USA), between 1999 and 2002. We assessed overall and central adiposity in 1,006 children in early childhood (median, 3.2 years) and 876 in mid-childhood (median, 7.7 years) using anthropometric and dual X-ray absorptiometry (DXA) measurements. We fitted multivariable linear regression models to estimate exposure-outcome associations and evaluated effect modification by child sex. Results: Median (25–75th percentiles) prenatal plasma perfluorooctanoate (PFOA), perfluorooctane sulfonate (PFOS), perfluorohexane sulfonate (PFHxS), and perfluorononanoate (PFNA) concentrations in children assessed in early childhood were 5.6 (4.1–7.7), 24.8 (18.4–33.9), 2.4 (1.6–3.8), and 0.6 (0.5–0.9) ng/mL, respectively. Among girls, each interquartile range increment of prenatal PFOA concentrations was associated with 0.21 kg/m2 (95% CI: –0.05, 0.48) higher body mass index, 0.76 mm (95% CI: –0.17, 1.70) higher sum of subscapular and triceps skinfold thickness, and 0.17 kg/m2 (95% CI: –0.02, 0.36) higher DXA total fat mass index in mid-childhood. Similar associations were observed for PFOS, PFHxS, and PFNA. We observed null associations for boys and early-childhood adiposity measures. Conclusions: In this cohort, prenatal exposure to PFASs was associated with small increases in adiposity measurements in mid-childhood, but only among girls. Citation: Mora AM, Oken E, Rifas-Shiman SL, Webster TF, Gillman MW, Calafat AM, Ye X, Sagiv SK. 2017. Prenatal exposure to perfluoroalkyl substances and adiposity in early and mid-childhood. Environ Health

To Transform or to Reproduce: Critical Examination of Teacher Inquiry within Early Childhood Teacher Preparation

ERIC Educational Resources Information Center

Han, Sophia; Blank, Jolyn; Berson, Ilene R.

2017-01-01

The purpose of this research is to examine how and to what extent preservice teachers (PSTs) who engage in teacher inquiry develop a critical reflective stance towards their teaching practices in early childhood classrooms. As we, a team of early childhood teacher educators, incorporated teacher inquiry into our reformed early childhood teacher…

Perinatal and Early Childhood Environmental Factors Influencing Allergic Asthma Immunopathogenesis

PubMed Central

Gaffin, Jonathan M.; Kanchongkittiphon, Watcharoot; Phipatanakul, Wanda

2014-01-01

Background The prevalence of asthma has increased dramatically over the past several decades. While hereditary factors are highly important, the rapid rise outstrips the pace of genomic variation. Great emphasis has been placed on potential modifiable early life exposures leading to childhood asthma. Methods We reviewed the recent medical literature for important studies discussing the role of the perinatal and early childhood exposures and the inception of childhood asthma. Results and Discussion Early life exposure to allergens (House dust mite (HDM), furred pets, cockroach, rodent and mold)air pollution (nitrogen dioxide (NO2), ozone (O3), volatile organic compounds (VOCs), and particulate matter (PM)) and viral respiratory tract infections (Respiratory syncytial virus (RSV) and human rhinovirus (hRV)) have been implicated in the development of asthma in high risk children. Conversely, exposure to microbial diversity in the perinatal period may diminish the development of atopy and asthma symptoms. PMID:24952205

Exploring a Comprehensive Model for Early Childhood Vocabulary Instruction: A Design Experiment

ERIC Educational Resources Information Center

Wang, X. Christine; Christ, Tanya; Chiu, Ming Ming

2014-01-01

Addressing a critical need for effective vocabulary practices in early childhood classrooms, we conducted a design experiment to achieve three goals: (1) developing a comprehensive model for early childhood vocabulary instruction, (2) examining the effectiveness of this model, and (3) discerning the contextual conditions that hinder or facilitate…

Challenging Behaviors in Early Childhood Settings: Creating a Place for All Children

ERIC Educational Resources Information Center

Hart Bell, Susan; Carr, Victoria W.; Denno, Dawn; Johnson, Lawrence J.; Phillips, Louise R.

2004-01-01

Learn to manage a wide range of challenging behaviors in early childhood settings with this strategy-filled resource for teachers and other professionals. Based on the latest research and the authors' classroom experience, the book helps early childhood teams assess the classroom environment and link effective behavioral interventions to…

Theorizing an Early Childhood Educator's Authority for the Advancement of Social Goods

ERIC Educational Resources Information Center

Langford, Rachel

2010-01-01

Authority is an uncomfortable subject for early childhood educators. This article outlines some tensions between the theory and practice of an early childhood educator's authority and the implications of these tensions for educators themselves and the social changes they envisage. Drawing on a range of feminist educational philosophers and…

Practicum Assessment of Culturally and Linguistically Diverse Early Childhood Pre-Service Teachers

ERIC Educational Resources Information Center

Nuttall, Joce; Ortlipp, Michelle

2012-01-01

The practicum is an integral component of teacher education courses, but culturally and linguistically diverse pre-service teachers can face particular struggles in meeting assessment requirements on the practicum in early childhood settings. This paper reports from a small, exploratory study of early childhood practicum handbooks from four…

Barriers to the Integration of Computers in Early Childhood Settings: Teachers' Perceptions

ERIC Educational Resources Information Center

Nikolopoulou, Kleopatra; Gialamas, Vasilis

2015-01-01

This study investigated teachers' perceptions of barriers to using - integrating computers in early childhood settings. A 26-item questionnaire was administered to 134 early childhood teachers in Greece. Lack of funding, lack of technical and administrative support, as well as inadequate training opportunities were among the major perceived…

Technological Funds of Knowledge in Children's Play: Implications for Early Childhood Educators

ERIC Educational Resources Information Center

Mawson, Brent

2011-01-01

The technological knowledge the children bring with them into early childhood settings is not well documented or understood. This article discusses the technological knowledge and understanding of the nature of technology present within children's collaborative play in two New Zealand early childhood settings. The children incorporated a wide…

Collaborative Leadership for State Systems Building: New Mexico's Early Childhood Action Network

ERIC Educational Resources Information Center

Vermilya, Lois

2009-01-01

The Early Childhood Action Network (ECAN) provides an example of successful state systems building in New Mexico. The far-reaching scope of ECAN's coalition and accomplishments identifies promising collaborative leadership practices that have relevance for early childhood leaders in other states. The author describes the accomplishments of ECAN's…

Priorities for Developmental Areas in Early Childhood Education: A Comparison of Parents' and Teachers' Priorities

ERIC Educational Resources Information Center

Sackes, Mesut

2013-01-01

The purpose of this study was to examine parents' and early childhood teachers' perceptions of the priorities for developmental areas targeted in the Turkish Early Childhood Education Curriculum for children aged 36-72 months. The sample of this study consisted of 1600 parents and 158 early childhood teachers. The study utilized a survey research…

Preliminary Rural Analysis of the Early Childhood Longitudinal Study--Kindergarten Cohort. Rural Early Childhood Brief Number 2

ERIC Educational Resources Information Center

National Center for Rural Early Childhood Learning Initiatives - Mississippi State University Early Childhood Institute, 2005

2005-01-01

This brief introduces the first results from a rural analysis of selected national datasets. Provided are key findings concerning kindergarten readiness of rural children from an analysis of the Kindergarten Cohort of the Early Childhood Longitudinal Study (ECLS). Future briefs will summarize the findings concerning the health of the Kindergarten…

International Perspectives on Early Childhood Curricula

ERIC Educational Resources Information Center

Oberhuemer, Pamela

2005-01-01

The early years of childhood are receiving increased public policy attention in many countries around the world. Debates on providing quality services and ensuring a good foundation for lifelong learning are generating a new interest in curriculum issues. What understandings do we have of young children? How do they access and construct knowledge…