Download or read book Patterns of Classroom Quality in Head Start and Center Based Early Childhood Education Programs REL 2017 199 written by Clare W. Irwin and published by . This book was released on 2016 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: Measuring classroom quality and ensuring high-quality learning experiences for young children are interests of the Early Childhood Education Research Alliance, a research alliance of Regional Educational Laboratory Northeast & Islands. This study, conducted in collaboration with the alliance, addresses these interests by examining multiple measures of classroom quality simultaneously. Many measures of early childhood classroom quality have been examined, but previous research has not explored whether multiple measures of diverse aspects of classroom quality can be used to classify early childhood classrooms into classroom quality groups. The main purpose of this study was to determine whether early childhood classrooms can be grouped based on their scores on multiple measures of quality. The study team used multiple measures of diverse aspects of classroom quality to determine classroom quality groups and examined the number of classroom quality groups that exist and the percentage of classrooms that fall within each classroom quality group. A second purpose of the study was to explore the extent to which each measure contributes to the identification of classroom quality groups. This study employs a methodological approach that has not previously been used to synthesize measures of classroom quality. This approach allowed the study team to provide an example of patterns of classroom quality in programs serving Head Start-eligible children across the country. In addition to informing practitioners about what quality looks like in these settings, the findings allow for the categorization of classrooms across multiple classroom quality dimensions. This is more useful for informing practitioners than the traditional way of measuring quality along a continuum-- eliminating the need for users to come up with their own cutscores for these measures. Key findings include: (1) Based on the 13 measures examined, classroom quality can be sorted into three distinct groups: good, fair, and poor; and (2) Classroom quality measures determined by independent observers distinguish classroom quality groups better than self-reported measures do. Data and Methodology are appended.
Download or read book Implementation of Planned Variation in Head Start written by Joan S. Bissell and published by . This book was released on 1971 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Classroom Quality in Explaining Head Start Impacts written by Maia C. Connors and published by . This book was released on 2014 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study seeks to answer the following question: Are impacts on Head Start classroom quality associated with impacts of Head Start on children's learning and development? This study employs a variety of descriptive and quasi-experimental methods to explore the role of classroom quality as a mediator or mechanism of Head Start impacts. This research uses data from the Head Start Impact Study (HSIS) and includes 4,440 3- and 4-year-old children who were randomly assigned off a waitlist to either receive an invitation to participate in Head Start services or to the control group. Children initially applied to 351 Head Start programs across 81 Head Start grantees. A total of 2,644 children were randomized to receive Head Start services and 1,796 were randomized to the control group. Following randomization, children enrolled in a total of 1,632 classrooms across 930 Head Start and non-Head Start centers. Measures of children's cognitive skills include early receptive language, math skills, and early literacy. Classroom quality was assessed using three tools: The Early Childhood Environment Rating Scale (ECERS-R), The Family Day Care Rating Scale (FDCRS), and the Arnett Caregiver Interaction Scale (CIS). Results of the multinomial logit models indicate that random assignment to Head Start is indeed associated with increases in all three classroom quality factors. Future analyses will address critical questions about the extent to which these impacts on quality are associated with impacts on child outcomes, using a variety of analytic approaches. Tables and figures are appended.
Download or read book Successful Centers Standards Based Learning Centers that Work written by Lisa B. Fiore and published by Teacher Created Materials. This book was released on 2013-10-01 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: Successfully implement learning centers in early childhood classrooms! This easy-to-use professional resource uses current research to help teachers create, implement, and manage learning centers. Each center has suggestions for ways to differentiate implementation or instruction in order to meet the needs of all students. This resource aligns with College and Career Readiness standards and supports developmentally-appropriate standards-based instruction.
Download or read book FACES Findings written by and published by . This book was released on 2006 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Head Start Classroom Experience on Some Aspects of Child Development written by Lois-ellin Datta and published by . This book was released on 1974 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Model Programs Childhood Education written by United States. Office of Education and published by . This book was released on 1970 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Do Standards of Classroom Quality in Early Childhood Education Measure Processes that Promote Resilience in High Risk Children written by Lynn Gail Bloomberg and published by . This book was released on 1996 with total page 574 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Project Head Start 1968 written by United States. Bureau of Head Start and Early Childhood and published by . This book was released on 1970 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cradle to Kindergarten written by Ajay Chaudry and published by Russell Sage Foundation. This book was released on 2021-03-25 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early care and education for many children in the United States is in crisis. The period between birth and kindergarten is a critical time for child development, and socioeconomic disparities that begin early in children’s lives contribute to starkly different long-term outcomes for adults. Yet, compared to other advanced economies, high-quality child care and preschool in the United States are scarce and prohibitively expensive for many middle-class and most disadvantaged families. To what extent can early-life interventions provide these children with the opportunities that their affluent peers enjoy and contribute to reduced social inequality in the long term? Cradle to Kindergarten offers a comprehensive, evidence-based strategy that diagnoses the obstacles to accessible early education and charts a path to opportunity for all children. The U.S. government invests less in children under the age of five than do most other developed nations. Most working families must seek private childcare, which means that children from low-income households, who would benefit most from high-quality early education, are the least likely to attend them. Existing policies, such as pre-kindergarten in some states are only partial solutions. To address these deficiencies, the authors propose to overhaul the early care system, beginning with a federal paid parental leave policy that provides both mothers and fathers with time and financial support after the birth of a child. They also advocate increased public benefits, including an expansion of the child care tax credit, and a new child care assurance program that subsidizes the cost of early care for low- and moderate-income families. They also propose that universal, high-quality early education in the states should start by age three, and a reform of the Head Start program that would include more intensive services for families living in areas of concentrated poverty and experiencing multiple adversities from the earliest point in these most disadvantaged children’s lives. They conclude with an implementation plan and contend that these reforms are attainable within a ten-year timeline. Reducing educational and economic inequalities requires that all children have robust opportunities to learn, fully develop their capacities, and have a fair shot at success. Cradle to Kindergarten presents a blueprint for fulfilling this promise by expanding access to educational and financial resources at a critical stage of child development.
Download or read book Head Start Impact written by Michael J. Puma and published by Nova Novinka. This book was released on 2006 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Download or read book Overview MELQO written by UNESCO and published by UNESCO Publishing. This book was released on 2017-08-14 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Measuring Early Learning Quality and Outcomes (MELQO) initiative began in 2014 as part of the global emphasis on early childhood development (ECD). Led by UNESCO, the World Bank, the Center for Universal Education at the Brookings Institution and UNICEF, the initiative aims to promote feasible, accurate and useful measurement of childrenâs development and learning at the start of primary school, and of the quality of their pre-primary learning environments. Items are designed for children between the ages of 4 and 6 years. Following the premise that many existing tools include similar items, the leading organizationsâ core team worked with a consortium of experts, non-governmental organizations (NGOs) and multilaterals to build upon current measurement tools to create a common set of items organized into modules for measuring: 1) early childhood development and learning, and 2) the quality of pre-primary learning environments. The MELQO core team and experts also collaborated to outline a process for context-specific adaptation of the measurement modules resulting from lessons learned from field-testing in several countries in 2015 and 2016. The modules are designed to be implemented at scale, with an emphasis on feasibility for low- and middle-income countries (LMICs). A key question addressed by MELQO was the balance between a global tool suitable for use everywhere, and local priorities and goals for childrenâs development. [Introduction, ed]
Download or read book Tools of the Mind written by Elena Bodrova and published by Taylor & Francis. This book was released on 2024-04-24 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Download or read book Model Programs Childhood Education written by United States. Office of Education and published by . This book was released on 1970 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Observational Study of Early Childhood Programs written by Jean I. Layzer and published by . This book was released on 1993 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Head Start Program Performance Standards written by United States. Office of Child Development and published by . This book was released on 1975 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Classroom Quality Teacher Beliefs and Student Outcomes in 4K Classrooms written by Kaitlyn Ostrander and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of school-aged children experiencing school-related risk factors (e.g., poverty, limited exposure to English) has continued to increase, underscoring the need for effective, intensive early intervention efforts. Classroom quality is an essential component of effective early educational programs for all young children, especially children who may be at risk for school difficulties. The purpose of this study was to examine quality in diverse preschool classrooms, including a focus on factors that predict quality as well as child outcomes associated with quality. Funded through a grant from the Madison Education Partnership, a collaboration between the Madison Metropolitan School District (MMSD) and the Wisconsin Center for Education Research, this study was conducted in MMSD's 4K program sites. These sites included public school programs and community- or center-based programs that enrolled children from diverse socioeconomic, linguistic, and cultural backgrounds. A mixed-methods approach to the analysis of classroom quality allowed for the integration of data from systematic observations, measurement of teacher beliefs, and semi-structured focus-group interviews to understand how classroom quality and teacher beliefs interact to influence student literacy and social-behavioral outcomes. Results of this study showed that MMSD classrooms provide a similar or higher-quality learning environment than 4K or Head Start programs nationwide. Teachers in this study generally endorsed child-centered, rather than teacher-directed beliefs. Teacher-directed beliefs were associated with higher early literacy scores, whereas child-centered beliefs were associated with stronger self-regulation and social skill development. Collectively, the results of this study suggest that a balanced integration of both child-centered and teacher-directed beliefs (and classroom practices) contribute to positive student outcomes.
