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McLorg, Devon – Childhood Education, 2019
Around the world, dedicated professionals are implementing innovative programs to improve access to quality education for children living in poverty and otherwise marginalized communities. This article provides an overview of the work being conducted by BRAC, an international development organization based in Bangladesh that is working to…
Descriptors: Access to Education, Educational Quality, Poverty, At Risk Persons
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Hallett, Geneva; Strain, Phillip S.; Smith, Barbara J.; Barton, Erin E.; Steed, Elizabeth A.; Kranski, Tessa A. – Young Exceptional Children, 2019
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Hemmeter, Fox, & Snyder, 2013), or the Pyramid Model, is a conceptual framework focused on systemic and sustained implementation of evidence-based practices (EBP) related to promoting social emotional competence and preventing challenging behaviors in…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Models, Social Development
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Jeon, Hyun-Joo; Wall, Shavaun M.; Peterson, Carla A.; Luze, Gayle J.; Swanson, Mark E. – Journal of Educational Psychology, 2018
Early indicators of academic risk were used to predict the academic skills, socioemotional functioning, and receipt of special education services at age 10 among children from low-income families who participated in the Early Head Start Research and Evaluation Project. Pairwise comparison of academic skills and socioemotional functioning among…
Descriptors: At Risk Students, Predictor Variables, Academic Ability, Social Development
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Davis, Jackie M.; Hanline, Mary Frances – Young Exceptional Children, 2018
This article provides suggestions for how early childhood (EC) special educators can create environments free of harassment and discrimination that are welcoming to all children and families with a focus on families of same-sex parents. Table 2 provides a list and description of resources that will help teachers develop EC settings that welcome…
Descriptors: Young Children, Homosexuality, Early Childhood Education, Preschool Children
Ostrosky, Michaelene M.; Favazza, Paddy C.; Yang, Hsiu-Wen; McLaughlin, Katelyn; Stalega, Melissa – Grantee Submission, 2018
The early years are the ideal time to support the physical activity level of children while also addressing readiness skills. With growing evidence of the link between physical activity and child development, it is imperative to find ways to routinely support physical activity. However, research has shown that children do not spend enough time in…
Descriptors: Childrens Literature, Physical Activities, Readiness, Child Development
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Gottfried, Michael A. – Teachers College Record, 2017
Background/Context: Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of…
Descriptors: Kindergarten, Disabilities, Social Development, Emotional Development
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Hong, Seong Bock; Shaffer, LaShorage; Han, Jisu – Early Childhood Education Journal, 2017
A key aspect of the Reggio Emilia inspired curriculum is a learning group approach that fosters social and cognitive development. The purpose of this paper is to investigate how a Reggio Emilia inspired learning group approach works for children with and without disabilities. This study gives insight into how to form an appropriate learning group…
Descriptors: Reggio Emilia Approach, Social Development, Cognitive Development, Group Instruction
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Ok, Min Wook; Rao, Kavita; Bryant, Brian R.; McDougall, Dennis – Exceptionality, 2017
Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL-based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based…
Descriptors: Access to Education, Preschool Education, Elementary Secondary Education, Literature Reviews
Halbert, Julie Wright; Gamm, Sue – Council of the Great City Schools, 2017
The Sacramento City Unified School District (SCUSD), asked the Council of the Great City Schools to review the district's services for students with disabilities and provide recommendations to improve performance and narrow the achievement gap between these students and their nondisabled peers. This report was designed to help SCUSD achieve its…
Descriptors: School Districts, Disabilities, Student Needs, Special Education
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Robinson, Suzanne; Myck-Wayne, Janice – Young Exceptional Children, 2016
The twofold purpose of this article is to highlight the importance of fostering social competence within inclusive preschool programs and to describe a model for training teachers in research-based social facilitation strategies so as to promote social interaction between children with and without disabilities. This model was developed to address…
Descriptors: Teacher Education, Models, Interpersonal Competence, Social Development
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Gottfried, Michael A. – Early Education and Development, 2016
Research Findings: Relying on a newly released national data set of kindergarten students from the 2010-2011 school year (Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011), the findings suggest that having a greater percentage of same-needs classmates positively boosts both achievement and socioemotional outcomes among…
Descriptors: Children, Longitudinal Studies, Kindergarten, Student Diversity
Bettencourt, Amie; Gross, Deborah; Ho, Grace – Baltimore Education Research Consortium, 2016
In 2014-15, over 50% of kindergarten children in Baltimore City Public Schools (City Schools) did not meet benchmarks for social-behavior readiness. These include the readiness skills children need to follow directions, comply with rules, manage emotions, solve problems, organize and complete tasks, and get along with others. Social-behavioral…
Descriptors: Kindergarten, Public Schools, Urban Schools, School Readiness
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Gottfried, Michael A.; Le, Vi-Nhuan – American Educational Research Journal, 2016
Despite the vast body of research examining the relationship between full-day kindergarten attendance and children's outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by…
Descriptors: Kindergarten, School Schedules, Disabilities, Academic Achievement
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Lee, Lena; Tu, Xintian – Computers in the Schools, 2016
As digital media devices have been increasingly used in early childhood educational settings, this study examined whether the iPad with a Vygotskian social development approach--namely, More Knowledgeable Other--can be integrated into low-income preschool classrooms to improve science learning. An analysis of variance was used to examine the…
Descriptors: Educational Technology, Technology Uses in Education, Handheld Devices, Social Development
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Warren, Susan R.; Martinez, Richard S.; Sortino, Lori A. – Journal of Research in Childhood Education, 2016
A growing body of research and legislative policies support the importance of high-quality early intervention systems for preschool children with disabilities. Inclusion programs are viable means for providing this support, yet limited progress has been made in the past decade to increase the placements of children in inclusive settings or define…
Descriptors: Disabilities, Inclusion, Preschool Education, Educational Quality
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