In this study, the effect of the Mathematics Bag Early Education Program (MAÇEP) on the mathematics skills (number/counting, geometry, measurement) of 57-69-month-old preschool children was ...investigated. A quasi-experimental design with a pretest, posttest, follow-up test, and control group were used in the study. The study group consisted of 22 children attending preschool education and their parents. In the study, MACEP was applied to the experimental group in the form of 50 activities for 12 wk outside the preschool education program. Data were collected using the Early Mathematics Test (EMAT) and Parent Focus Group Interview Form. Mann Whitney U Test, Wilcoxon Signed Rank Test, Friedman Test and content analysis were used to analyze the data. At the end of the study, it was determined that MACEP effectively improved the mathematics skills (number/counting, geometry, measurement) of 57-69-month-old children in the experimental group and the retention continued after the experimental period.
Educational interventions are necessary to develop mathematical competence at early ages and prevent widespread mathematics learning failure in the education system as indicated by the results of ...European reports. Numerous studies agree that domain-specific predictors related to mathematics are symbolic and non-symbolic magnitude comparison, as well as, number line estimation. The goal of this study was to design 4 digital learning app games to train specific cognitive bases of mathematical learning in order to create resources and promote the use of these technologies in the educational community and to promote effective scientific transfer and increase the research visibility. This study involved 193 preschoolers aged 57–79 months. A quasi-experimental design was carried out with 3 groups created after scores were obtained in a standardised mathematical competence assessment test, i.e., low-performance group (
N
= 49), high-performance group (
N
= 21), and control group (
N
= 123). The results show that training with the 4 digital learning app games focusing on magnitude, subitizing, number facts, and estimation tasks improved the numerical skills of the experimental groups, compared to the control group. The implications of the study were, on the one hand, provided verified technological tools for teaching early mathematical competence. On the other hand, this study supports other studies on the importance of cognitive precursors in mathematics performance.
•This study examined links between high-quality early education exposure and outcomes.•Earlier entry and more time in care were related to better receptive language skills.•Age of entry and time in ...care were linked equivocally to social–behavioral skills.•The positive links between exposure and outcomes were strongest for DLL children.
Research on early education and care (EEC) dosage, defined as the amount or timing of either current or cumulative participation in EEC programming, generally suggests that more time in high-quality EEC programs is beneficial for children's developmental outcomes. Many of the studies on time in high quality EEC programs are with black and white children and less is known about the effects of dosage with dual language learner (DLL) children. This study used data from an implementation evaluation of Educare – a high-quality early education program serving children from birth to 5 – to examine the extent to which age of entry and time in care relate to language and social–emotional skills for DLL and English-only (EO) children from low-income families. Participants were 5037 children who were enrolled in one of 12 Educare schools as infants, toddlers, or preschoolers between 2003 and 2013 and were followed for their duration in Educare. Longitudinal assessments of children's receptive language and social–emotional skills were analyzed with hierarchical linear modeling, controlling for demographic characteristics and classroom quality. Both age of entry and duration were positively associated with receptive language outcomes, with stronger effect sizes for DLL than EO children. DLL children who entered early consistently scored well across the assessment ages, and late enterers made significant gains during their 1 or 2 years of EEC but lagged considerably behind early entering DLL children when they left for kindergarten. Spanish-speaking DLLs did not lose their proficiency in Spanish as they learned English. Teacher ratings of children's social–emotional skills were lower if children entered at a younger age, but still within normal ranges, and the ratings improved with longer attendance. Results suggest that renewed focus is needed on ensuring that children at-risk for poor school outcomes have access to high-quality EEC early in life and for sustained periods of time to reduce later achievement gaps.
The most recent efforts to promote inclusive education have acknowledged the various contexts in which it takes place, moving away from a placement-focused conceptualization of inclusion. ...Acknowledging that inclusive education may take place within multiple types of early childhood education programs necessitates the consideration of context as a potential factor influencing its high-quality implementation. Moreover, assessing and supporting quality within inclusive classrooms requires a consideration of both global quality and inclusion quality; yet, these two facets of inclusive education quality have rarely been considered together. In accordance with recent advancements in the conceptualization and promotion of inclusive education, we discuss three ongoing challenges in inclusive education research: operationalizing inclusive education independent of physical placement, ensuring the adequate consideration of context, and appropriately measuring quality. We also provide recommendations for future research aiming to continue advancing the field’s knowledge of high-quality inclusive education.
•This review evaluated the research from 2001 to 2011 to examine the effects of educational practices on DLLs from birth through 5 years of age.•The review found at least some evidence for the ...benefits of attending widely available, well regulated early childhood programs.•Very little can be concluded about the separate contributions of language of instruction versus type of intervention on the positive main effects of these interventions.
This article describes the results of a comprehensive review of the research literature from 2000 to 2011 evaluating the effects of early care and education practices on the developmental outcomes of dual language learners (DLLs) from birth through 5 years of age. Across 25 studies that met inclusion criteria, study samples consisted primarily of Latino or Spanish-speaking children 3–5 years of age enrolled in center-based programs. The analysis focused on features of the early education programs and practices (intensity and language of instruction) and research methods (sampling, research designs) in relation to child outcomes for the various types of research interventions evaluated in these studies (center-based programs, professional development, curricula, and instructional strategies). On the basis of a few large-scale scientifically sound studies, the review found at least some evidence to suggest that DLLs benefitted from attending widely available, well regulated programs such as Head Start and public pre-k, particularly with respect to improving language and literacy skills. However, because the extant research has not systematically accounted for the separate effects of language of instruction versus type of intervention, very little can be concluded about how these factors contribute to the positive main effects of these interventions.
Early childhood classroom quality can be viewed from multiple perspectives—including parents, teachers, administrators, researchers, policymakers, and politicians. From the beginning of our work in ...the 1970s, we have defined and measured the quality of early learning environments with the Environment Rating Scales (ERS) from the perspective of the children in those environments. As quality definitions and measurement have changed through the decades since then, we have retained a focus on children’s perspectives and have continued to revise the ERS to better capture aspects of caregiver–child interactions and particularly language interactions as research has shown these to be particularly important for children’s development. We have maintained our view of the centrality of children’s needs across a wide range of developmental and personal health and safety domains so that teachers, directors, home-based providers, technical assistance personnel, policymakers, researchers, and others interested in high quality programming have tools to guide their work.
In the presented study, researchers consider if the evaluation method impacts early education students’ results and their beliefs about themselves. The results prove significant relation between the ...method of evaluation and students’ results (with the same questions). The reliability of evaluation depends on the type of diagnosed skills (language or mathematical skills). In an oral examination in the presence of the class, children achieve better results in the linguistic test. Higher scores on mathematical tests were noted in the case of written exams. Research conclusions could be used as a hint for early education teachers and an interesting area for other studies and consideration.
This study investigated age group differences in Spontaneous Focusing on Numerosity (SFON) tendency and arithmetical skills across age groups with differing starting ages of formal mathematics ...instruction. Children (N = 685) aged 4–7 years participated from four countries, i.e., Northern Ireland, England, Belgium and Finland, where children start formal school at 4, 5, 6, and 7 years respectively. Children completed measures of SFON tendency, Arabic number naming, verbal arithmetic and written arithmetic. Results revealed strong age group effects for all measures and some developmental differences between SFON tendency and arithmetical skills. Whether children were, or were not, in school had a strong effect on SFON tendency but not on arithmetical skills. In the 5 and 6 years old age group, children already in school had significantly lower SFON tendency compared to those not yet in school. Within each country, when comparing consecutive age groups situated near school starting age, SFON tendency scores were similar in three out of the four countries. Results suggest both informal and formal mathematical skills need to be considered when assessing young children’s mathematical competence.
•Significant age group differences in SFON and arithmetical skills.•SFON tendency was mostly higher in the groups who were not yet in school.•Results hold if controlling for age, SES and numerical activities at home.•Both informal and formal math skills should be assessed in young children.
•Most children lived and attended early education and care in different neighborhoods.•Residential and preschool neighborhood match varied by family characteristics.•Children's residential and ...preschool neighborhoods were socioeconomically similar.•Children's skills were inconsistently linked to neighborhood socioeconomic match.
The current study analyzed patterns of neighborhood socioeconomic match across 3- and 4-year-old children's (N = 2,029) residential and preschool neighborhoods in Massachusetts. Most children (80%) lived and attended early education and care in different neighborhoods. Children in households with the lowest incomes and those whose families identified as Black or African American were among the likeliest to have mismatched residential and preschool neighborhoods. Yet children's residential and preschool neighborhoods were typically socioeconomically similar across all categories we considered. Associations between residential and preschool neighborhood socioeconomic match and children's skills were inconsistent and depended on the socioeconomic status of children's residential neighborhood. These findings illustrate how the concept of demographic match can be applied to a range of contexts and contribute to the field's understanding of how the dynamic interplay of children's multiple day-to-day contexts may relate to early learning and development.
Little is known about the effectiveness of center-based high quality educational programs for infants and toddlers, especially in low- and middle-income countries. This paper reports effects from a ...randomized trial of a high-quality center-based early intervention on infants and toddlers in two communities in northern Colombia. Just eight months into the program results indicate large positive effects on language, cognitive development and overall development, with girls benefitting the most. No effects were found on nutritional outcomes, socio-emotional development or the home environment.
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