•We investigate how exposition to peers from teen mothers affects kindergartners' behavioral and cognitive outcomes.•We exploit the quasi-random allocation of children across classes within schools ...to infer causality.•Exposure to peers born to teenage mothers negatively impacts students' internalizing behavior and cognitive performance.•Peers' baseline internalizing behavior is a potential mechanism behind the impact.
This paper investigates the influence of early exposure to peers born to teenage mothers on young children's behavioral problems. We use data from a nationally representative sample of US children and exploit the quasi-random allocation of children across classes within schools during the first year of kindergarten to estimate causal effects. The results indicate that exposure to peers born to teenage mothers negatively impacts students’ internalizing behavior and cognitive performance. This effect is mainly driven by peers with very young mothers. The internalizing behavior of peers from teenage mothers emerges as a possible mechanism for the observed impact.
•Early life homelessness is associated with persistent developmental delays.•Higher socioeconomic status predicts better development when facing homelessness.•Early schooling is associated with ...better development when facing homelessness.
The experience of homelessness early in life can potentially disrupt childhood development. Enrollment in early education has been identified as a buffer to promote adequate development. Nevertheless, there has not yet been a quantitative assessment of the developmental trajectories of children experiencing homelessness receiving early education.
We compared the development of children from birth to 6 years old enrolled at a high-quality early education center, against a US representative sample and the acceptable ranges of developmental indicators. Further, we studied predictors of developmental trajectories in children exposed to homelessness. A total of 459 children enrolled at an early education center, Horizons for Homeless Children (HHC), between 2017 and 2022, between birth to 6 years old, were included in the analysis, with an average follow-up time of 22 months. We assessed the development in six domains, including Socio-emotional, Motor, Language, Literacy, Cognitive, and Mathematics, using the scaled scores from the Teaching Strategies GOLD system. The scores of children at HHC were compared with the norm scores from a US representative sample and the expected scores for different ages. We assessed developmental trajectories and included child and family covariates in a linear mixed model to examine developmental differences over time.
The scores of HHC students on Teaching Strategies GOLD assessments were lower than those of a US representative sample and frequently did not meet age group expectations. Within the HHC cohort, boys scored lower than girls. Socioeconomic characteristics remained a factor associated with development; specifically, having older primary caregivers and having parental education below High School were associated with worse developmental trajectories. Earlier enrollment into HHC was associated with higher scores for all domains and faster developmental progress for the Literacy domain over time.
Even in the context of a high-quality early education program, the developmental delays of children who experienced homelessness did not attenuate in the first six years of life compared with a normative sample. Furthermore, within a population experiencing homelessness, there are developmental differences associated with socioeconomic status, including parental education. Early enrollment in education centers may reduce the developmental delays of children experiencing homelessness. This actionable determinant of development supports enrollment into schooling as early as possible.
Introduction This work arises from a previous research, “Pikler educators early in the morning” carried out in the Emmi Pikler Nursery School in Budapest through Systematic Observation. In it, ...Piklerian choreographies were found in observed educators’ behavior during the studied three daily activities: feeding breakfast, dressing to go to the garden and free play accompanying. All of them share certain Piklerian principles, which are synthesized in three central keys: the stability of the educator’s behavior, her strategic and intentional positioning, and an active emotional control. Objectives This study aims to contrast this synthesis of results by means of an in-depth interview with the two observed educators, and to apply the methodological approach of indirect observation within mixed methods for its analysis. The objective is to confirm whether the three central keys are recognized as their own and to look for new theoretical-practical elements within the studied educational approach. Materials and methods We applied an in-depth interview and analyzed it following the guidelines of indirect observation. The participants were the two educators previously observed, a translator from the Pikler team, and the three observers, authors of this work. An ad hoc observation instrument was elaborated, and the three macro-stages QUAL-QUAL-QUAL proposed within mixed methods were rigorously followed. Results Lag sequential analysis was used to conduct data analyses. We deepened in prospective lags and obtained the response pattern underlying the interview. Then, we performed a concurrence analysis to investigate the relationship between the central keys obtained in our original research and Piklerian ideas. Conclusion In-depth interview within mixed methods has been a novel and generous tool leading us to substantial and methodological contributions, despite the simplicity of performed analyses. Interviewed educators’ response pattern is a faithful reflection of the Piklerian modus operandi. The study of concurrences shows that Piklerian education is something natural, integrated in its professionals, with the exception of emotional control, which still requires permanent reflection.
•Parent socialization goals, social context, and trust facilitate care preferences.•Maternal employment and developmental expectations moderate care choice.•Study utilized a transformative mixed ...methods design.•Culturally-informed model of early childhood education decision-making developed.
This study aims to better understand the decision-making process for Latinx foreign-born parents choosing early childhood education settings for their children ages 3 to 5. Using a transformative mixed methods design, this study develops a culturally-based model of decision-making for these families. Grounded theory was used to analyze group interviews with twenty-two Latinx immigrant parents across four communities to produce an ecologically valid model of ECE decision-making. The overall integrity of the resulting model was tested by estimating multinomial logistic regression analyses of education utilization among Latinx immigrant families (N = 744) with 3 to 5-year old children from the 2012 National Survey of Early Care and Education. Findings were congruent across phases and show that relationships between parental beliefs and socialization goals, social context, and indicators of trust facilitate the creation of care preferences for preschool age children which are moderated by maternal employment status and developmental expectations. For example, among employed parents, higher ratings of care assets for center care over parent care predicted a greater likelihood of selecting center versus parent care. These findings provide novel insights into the role of cultural socialization goals in parents’ search for early childhood education and suggest greater attention should be paid by scholars and providers to the cultural contexts in which families make their decisions.
The collection brings together the latest work of researchers from Australia, Africa, Asia, and Europe focusing on early childhood leadership matters. It covers different aspects of leadership in ...early education: professional education and development, identity and leadership strategies as well as governance and leadership under different frame conditions.
Germany is currently among the 10 oldest countries in the world, as measured by the share of population aged 70 years and over.With the baby boomer cohorts of the 1950s and 1960s having started to ...reach retirement ages, a new phase of ageing is about to take place. In this debate piece, we argue that investments in human capital at any age and at any stage of the life course are indispensable for dealing with an ageing population. Investments in early education are most effective and efficient, as early skills beget later skills. We show that in an ageing society, it is most efficient to invest in children from the very beginning to develop their full human potential, and to ensure that no child is left behind. Moreover, investments in early education programmes have benefits in addition to those directly related to children, including benefits related to fertility, maternal employment and the integration of parents with a migration background. Globally, more and more countries are faced with increasing proportions of older people and decreasing proportions of working-age people in their populations. Thus, what we describe here for Germany can in many respects be transferred to other country contexts.
Understanding Day Care Enrolment Gaps Jessen, Jonas; Schmitz, Sophia; Waights, Sevrin
Journal of public economics,
10/2020, Letnik:
190, Številka:
Forthcoming
Journal Article
Recenzirano
Odprti dostop
We document gaps in day care enrolment by family background in a country with a universal day care system (Germany). Research demonstrates that children of parents with lower educational attainment ...and children of migrant parents may benefit the most from day care, making it important to understand why such enrolment gaps exist. We carry out complementary decomposition and quasi-experimental analyses making use of a unique data set that records both parental wishes for day care and actual usage. Our decomposition shows that (a) provision-related factors (local shortages and the level of parental fees) explain at least as much of the gaps as differences in parental wishes for day care, and that (b) far more of the gap by parental education is explained (79%) than of the gap by parental migrant status (22%). Our quasi-experimental designs confirm that reducing both parental fees and shortages significantly decreases the enrolment gap by parental education but not by parental migrant status. We discuss implications for policy.
The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities. Thirteen ...studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs’ early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.
•Snapshot of school policies that may influence kindergarteners in America.•Examined associations between school policies and kindergartners’ academic learning.•Readiness assessments, retention ...polices, and title I funds to serve kindergarteners are common.•These school policies are applied differently across schools in America.•School policies were not related to children's academic learning.
The current study examined the prevalence and usage of three theoretically informed school-level policies, namely the use of readiness assessments, retention policies, and Title I funds in kindergarten classrooms across the United States. Using the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011, we examined whether these school-level policies in kindergarten were related to children's academic learning both generally, and specifically for those who had attended pre-K. Results revealed that the use of kindergarten readiness assessments, kindergarten retention policies, and Title I funds in kindergarten were widespread across the nation. However, application and usage of these school-level policies were varied. Moreover, these school-level policies were generally not associated with children's academic learning broadly or differentially for those who had attended pre-K in the year before kindergarten. This study establishes a national snapshot of the kindergarten landscape in the United States and opens a door for future research to continue to explore how kindergarten specific school-level policies shape children's learning.
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