Coach use of nonjudgmental "I notice" statements contributed to a safe and supportive experience. In this pilot study, infant-toddler teachers benefitted from video-based self-reflection and coaching to transfer the use of language facilitation strategies. Focusing on teacher strengths and creating opportunities for skill development through goal setting, individualized support and performance-based feedback facilitated the use of language facilitation strategies in infant-toddler care settings.
Are parents' ratings and satisfaction with preschools related to program features?
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This study examines whether parents' overall satisfaction with their child's early childhood education ECE program is correlated with a broad set of program characteristics, including a observational assessments of teacher-child interactions; b structural features of the program, such as teacher education and class size; c practical and convenience factors e. It then describes associations between parents' evaluation of specific program characteristics and externally collected measures of those features. Leveraging rich data from a sample of low-income parents whose 4-year-olds attend publicly funded ECE programs, we find little correspondence between parents' evaluations of program characteristics and any external measures of those same characteristics.
We discuss policy implications, especially in light of recent federal and state informational initiatives, which aim to help families make informed ECE choices. The reauthorization of the Child Care and Development Block Grant CCDBG includes a requirement for states to monitor the basic health and safety practices of legally operating, license-exempt programs that receive child care subsidy funds.
DECAL wanted the information to support its development of monitoring tools and processes for license-exempt programs that receive child care subsidies and to inform its support of nonsubsidized license-exempt programs across the state. Objective: This study assessed the dietary quality of lunches and feeding practices family-style service, teacher role modeling in Connecticut child care centers and made comparisons by center participation in the federal Child and Adult Care Food Program CACFP.
Design: Plate waste methods and visual observation of lunches served and consumed. Participants: A total of preschool-aged children.
Main Outcome Measures: Total energy intake, macronutrient intake, and intake by CACFP meal component as well as use of family-style dining, management of additional helpings, and whether and what teachers consumed in view of children. Analysis: Child dietary intake at lunch was compared with dietary and CACFP recommendations using a mixed linear regression model. Results: The CACFP centers were more likely to offer family-style service and have staff eat the same foods as the children. This document discusses summer child care and its cost and affordability.
For additional state resources check out our State Data Tools and Resources page. The purpose of this Compendium is to provide information about the range of measures available to assess executive function EF and other regulation-related skills. The resources provided in this Compendium are designed to help researchers, program staff, child development specialists, and other professionals working in assessment and evaluation identify the measures that are most appropriate for the age, setting, and specific objectives of their work.
The EF Mapping Project Measures Compendium aims to do three concrete things: first, align specific EF and regulation-related skills with the measures used to assess them; second, conduct an analysis of similarities and differences across 44 commonly-used measures; and third, compile information about the relevant psychometric properties of each measure. While the focus of this resource is ages years old, the Compendium includes measures that span birth to adulthood, to highlight how assessments differ across the life span.
The EF Mapping Project Measures Compendium is not a comprehensive or exhaustive list of all measures that assess EF and other regulation-related skills. The Compendium is designed to be illustrative of the types and range of measures that are commonly used, in order to demonstrate and clarify the various approaches to assessing this broad domain. Maternal employment, community contexts, and the child-care arrangements of diverse groups Ackert, Elizabeth S.
Integrating family and child data from the Early Childhood Longitudinal Study-Birth Cohort with contextual data from the census, this study examined associations among maternal employment, aspects of communities related to child-care supply and demand, and the early care and education arrangements of 4 year olds in Mexican-origin, Black, and White families. For children in Mexican-origin families, selection into informal care over early childhood education was more likely in zip codes with greater demand for care as measured by higher female employment.
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Utilization of parent care versus early childhood education was also more likely for children in Mexican-origin and Black families in zip codes with higher female employment. Constraints associated with maternal employment thus hindered children from enrolling in early childhood education, and community contexts posed challenges for some groups. The comparison between nonprofit and for-profit organizations has been a lingering question for scholars and practitioners. This research explores employee wage differentials across sectors using a national sample of child care workforce.
After controlling for a range of individual, occupational, organizational, and community factors, this research reports a significant wage premium for nonprofit child care teachers. In addition, this study finds evidence for both the labor donation and property rights hypotheses, but the property rights theory demonstrates comparatively stronger explanatory power. Although individuals with stronger intrinsic motivation are more willing to donate labor for charitable outputs, inefficient management in nonprofits actually sets wage levels over the market level.
Overall, the study highlights nonprofits' comparative advantage in employee motivation but disadvantage in efficient management. The findings have implications for public and nonprofit management. Department of Labor, Chief Evaluation Office. In this report, we describe our findings from research and discussion with experts on 1 the extent to which ECE career pathways approaches exist currently and the nature of career trajectories within the ECE labor market, 2 barriers to ECE workforce advancement that may inhibit development of career pathways approaches, and 3 promising practices intended to promote ECE workforce advancement these include strategies to better delineate ECE career trajectories in the labor market as well as a few career pathways program- or system-level initiatives.
While our analysis does summarize relevant literature, we did not conduct an exhaustive or formal literature review i. We conclude with a section on possible research directions to help the fields of workforce development and evaluation, early care and education, and other stakeholders to better understand the potential for career pathways approaches to promote career advancement for low-wage ECE professionals. While kindergarten has changed, some beliefs stay the same: Kindergarten teachers' beliefs about readiness Hustedt, Jason T.
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Kindergarten has become increasingly academically oriented, and U. However, little recent research has focused on kindergarten teachers' beliefs about kindergarten readiness. Chi-squared tests were employed to investigate potential changes in teacher beliefs over time. Results show that kindergarten teachers increasingly prioritize assessment information across all broad domains of development at kindergarten entry.
However, when ranking specific readiness skills, they continue to believe that nonacademic skills are most important. These findings suggest that though policies promote an academic emphasis in kindergarten, teachers, as policy enactors, take a more nuanced view and continue to recognize nonacademic skills as a key component of kindergarten readiness. This has potential implications for early care and education programming, teacher preparation programs, and teachers' practices in kindergarten classrooms.
Recent national focus on early childhood science education highlights the need for research on early science, particularly with children from low-income families, as science is the lowest performing school readiness domain in that population. Given this achievement gap, the Office of Head Start has emphasized the development of children's domain-general skills, such as approaches to learning, because they help children succeed in the classroom regardless of academic content area.
Recent research suggests a unique relationship between early science and approaches to learning, in that approaches to learning predicts gains in science readiness more so than math or language readiness.
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This study further explored this relationship by examining the potential bidirectionality between science and approaches to learning. Results obtained from hierarchical linear modeling suggest a significant bidirectional relationship, such that residualized change approaches to learning across the school year predicted gains in science across the year, and residualized change in science across the year predicted gains in approaches to learning across the year.
These results suggest that development of children's approaches to learning relates to gains science knowledge, and that gains in children's science knowledge relates to the positive development of approaches to learning across the school year. This study provides support for future research examining the potential of science interventions to serve as a context for developing approaches to learning skills that will in turn help children engage in quality science learning.
Such research would leverage the bidirectional relationships between these two constructs and could be a step in the national attempt to narrow the science and school readiness achievement gaps. Variations in classroom language environments of preschool children who are low income and linguistically diverse Sawyer, Brook E. Using the Language Interaction Snapshot, we observed 4 focal children in each of 72 early childhood classrooms: 1 monolingual English-speaking child i.
Findings indicated that both lead and assistant teachers predominantly spoke in English and implemented few evidence-based language practices. Children spoke more often to peers than to teachers. Little variation was noted in the quality of the language environment for children based on their DLL status or language proficiency. Practice or Policy: Results suggest clear directions for professional development PD.
PD must include both lead and assistant teachers and should focus on evidence-based language strategies for facilitating children's language development, including how to effectively teach DLLs. Teachers may also benefit from PD that supports the use of small-group activity and peer strategies. Redefining leadership: Lessons from an early education leadership development initiative Douglass, Anne L. This study examined how experienced early educators developed as change agents in the context of a leadership development program.
Unlike in many other professions, experienced early educators lack opportunities to grow throughout their careers and access the supports they need to lead change in their classrooms, organizations, the profession, and beyond. This qualitative study brings a relational and entrepreneurial leadership theory lens to its analysis of the experiences of 43 early educators as they co-created pathways forward as leaders for change. The study defines leadership as a process of influencing change to improve early care and education, and not reserved just for those with a formal leadership position.
Results show how educators came to see themselves as leaders and pursued different paths to making change and driving improvement. The study offers a new conceptual mapping of a leadership development ecosystem for supporting educators' capacity to identify as leaders as well as lead improvement and innovation. The paper concludes with lessons learned and recommendations for strengthening the leadership infrastructure to support early educator leadership for change and innovation. Getting Ready for School GRS is a new school readiness intervention for teachers and parents, designed to help children develop early literacy, math, and self-regulation skills.
GRS was implemented in 19 Head Start classrooms. In the present study we examined variability in different aspects of intervention fidelity including dosage, adherence, and child engagement. In addition, we studied the association among classroom, teacher and student characteristics and fidelity, and whether measures of fidelity were associated with children's growth in math, early literacy, and self-regulation skills across the preschool year.
Child engagement was observed to be moderate to high across classrooms. Classroom quality, as measured by the CLASS, and age of children were positively associated with adherence. Teachers that had participated in GRS for two years were more likely to complete more activities.
Different components of fidelity were associated with child outcomes. Percentage completion of math and literacy activities were positively associated with growth in math and literacy skills. Children in classrooms in which teachers adhered more faithfully to the curriculum made significantly greater gains in literacy, math, and self-regulation skills. Child engagement was positively associated with a measure of executive function. Results highlight the importance of examining implementation fidelity.
Implications for preschool teachers are discussed. Efficacy of the Nemours BrightStart! Research Findings: This study reports outcomes from a randomized, controlled trial of an emergent literacy intervention for prekindergarten children at-risk for reading failure.
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Trained observers noted high implementation fidelity. Pre-reading skills were assessed before and after intervention for both treatment groups.
go site The spring intervention group served as at-risk controls for children who completed fall intervention. Three-level, linear growth models time-student-school were used to estimate treatment effects, found for print awareness, elision, rhyming, and the screener print and letter knowledge, phonological awareness , replicating previous findings for the screener, rhyming, and print knowledge, and extending them to elision. Significantly accelerated growth in print knowledge, elision, rhyming, and the screener was observed during intervention.