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Tilhou, Rebecca; Eckhoff, Angela; Rose, Brittney – Early Childhood Education Journal, 2021
Early childhood collective impact organizations are increasingly being used in communities to support the availability and use of birth to five services for children and families. Collaboration across sectors and services allows for greater ease of access to quality health and education services for families seeking or eligible for such services.…
Descriptors: Early Childhood Education, Educational Quality, Partnerships in Education, Access to Health Care
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Ros-Demarize, Rosmary; Graziano, Paulo A. – Journal of Early Intervention, 2021
The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…
Descriptors: Autism, Pervasive Developmental Disorders, Summer Programs, Preschool Children
Robertson, Rachel M. – Online Submission, 2021
Will students who have not mastered kindergarten skills benefit from another year of kindergarten before going into grade one? It has been suggested that there is no other topic in education that has such a wide difference of opinion as those researchers who do not advocate retention and those who are convinced that a child should be given another…
Descriptors: Kindergarten, Young Children, Grade Repetition, Educational Benefits
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Shannon, Katherine A.; Scerif, Gaia; Raver, C. Cybele – Developmental Science, 2021
The current study examines the organization of attention skills across the preschool year before kindergarten, and tests how distinct attention subcomponents predict early academic skills in a sample of low-income children (n = 99). Children completed well-validated attention tasks in fall at 4.5 years old and spring at 5 years old, capturing the…
Descriptors: Preschool Children, Low Income Groups, Attention, Models
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Gold, Zachary S.; Elicker, James; Kellerman, Ashleigh M.; Christ, Sharon; Mishra, Aura A.; Howe, Nina – Early Education and Development, 2021
Research Findings: Engineering play is a new framework for understanding constructive block building as a design process. The current study examined associations between engineering play with wooden unit blocks and mathematics and spatial skills of children with and without disabilities. Participants included 110 preschoolers (44% female; 25%…
Descriptors: Mathematics Skills, Numeracy, Spatial Ability, Geometric Concepts
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Mowafi, Yaser; Abumuhfouz, Ismail – Journal of Educational Computing Research, 2021
Mobile learning techniques have brought the potential of scaffolding information in real-world context that allows learners to interact more actively with their learning content. In this study, we present an interactive learning approach that allows learners to interact with their learning content in real-world context. With learning environment…
Descriptors: Interaction, Handheld Devices, Electronic Learning, Skill Development
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Allee-Herndon, Karyn A.; Roberts, Sherron Killingsworth – Journal of Education, 2021
The amount of intentional, instructional, purposeful play has decreased in primary grades, and didactic, test-driven instruction has increased. Emerging neuroscientific evidence is beginning to highlight the significant effects the toxic stress from poverty has on developing brains. Almost half of American children can be considered to come from…
Descriptors: Play, Primary Education, Young Children, Social Development
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Lombardi, Caitlin M.; Dearing, Eric – Child Development, 2021
This study examined maternal support of children's math learning at 36 months (n = 140) as a mediator of the association between early childhood family income and children's counting and calculation skills at 4½ and 6-7 years. Family income was associated with this measure of children's math school readiness, but the association was almost…
Descriptors: Mothers, Toddlers, Parent Child Relationship, Mathematics Skills
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Mackintosh, Bonnie B.; Rowe, Meredith – Journal of Research in Childhood Education, 2021
Low-income children often enter kindergarten behind higher-income peers in math; gaps also exist in social-emotional aspects of school readiness, fueling interest in cross-domain relations and whether -- and which -- social skills matter for promoting early math skills. With a sample (N = 76) of mostly low-income, minority preschool children, we…
Descriptors: Interpersonal Competence, Preschool Children, School Readiness, Mathematics Skills
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Brown, Christopher P.; Barry, David P.; Ku, Da Hei – Journal of Research in Childhood Education, 2021
The focus on improving children's readiness for kindergarten has intensified globally. While most studies examine this issue prior to children entering kindergarten, little is known about how education stakeholders make sense of readiness once children enter kindergarten. This article addresses this gap by examining how a range of stakeholders…
Descriptors: School Readiness, Kindergarten, Elementary School Students, Stakeholders
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Loomis, Alysse M. – Early Education and Development, 2021
Research Findings: Addressing factors that influence children's self-regulation is a critical step toward closing achievement gaps that have consistently been found for African American and Latino children as well as children living in poverty. Cumulative sociodemographic risk in childhood is now widely understood to be a developmental risk factor…
Descriptors: School Readiness, Preschool Children, Self Control, Inhibition
Aikens, Nikki; Nguyen, Tutrang; Harding, Jessica F. – Mathematica, 2021
One widely used tool that captures the process quality of preschool classrooms, including interactions between teachers and children, is the Classroom Assessment Scoring System-Preschool (Pre-K CLASS; Pianta et al. 2008). The Bill & Melinda Gates Foundation funded Mathematica to conduct a literature scan to search for recent studies analyzing…
Descriptors: Preschool Children, Preschool Education, Classroom Environment, Educational Quality
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Quenzer-Alfred, Carolin; Schneider, Lisa; Soyka, Vivien; Harbrecht, Maxi; Blume, Vera; Mays, Daniel – European Journal of Special Needs Education, 2021
The early educational support of basic school skills during nursery can have a positive impact on a successful transition into primary school and future school success and achievement -- especially for in this context low-performing children. Therefore, most German nurseries developed additional concepts to support the acquisition of basic school…
Descriptors: Foreign Countries, Preschool Education, School Readiness, COVID-19
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Guerrero-Rosada, Paola; Weiland, Christina; McCormick, Meghan; Hsueh, JoAnn; Sachs, Jason; Snow, Catherine; Maier, Michelle – Grantee Submission, 2021
General measures of process quality are widely used in the early childhood education (ECE) field. However, the evidence regarding associations between the most widely used process quality measure, the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), and children's school readiness gains during the preschool year is mixed. Using…
Descriptors: Classroom Environment, Executive Function, Vocabulary Skills, Correlation
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McCormick, Meghan P.; Pralica, Mirjana; Guerrero-Rosada, Paola; Weiland, Christina; Hsueh, Joann; Condliffe, Barbara; Sachs, Jason; Snow, Catherine – American Educational Research Journal, 2021
This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and…
Descriptors: Language Skills, Mathematics Skills, Preschool Children, Summer Programs
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