Early Childhood Education: The Long-Term Benefits

Bakken, Linda; Brown, Nola; Downing, Barry

doi:10.1080/02568543.2016.1273285

Cited by 210 publications

(152 citation statements)

References 14 publications

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“…Emerging evidence suggests a graded relationship even among those born near or at term, finding worse school performance among children who were born 34‐36 weeks' or 37‐38 weeks' gestation relative to children born after 39 weeks' gestation . Childhood academic performance predicts health and socio‐economic stability in adulthood, so the influence of gestational age may cascade far beyond early schooling.…”

Section: Introductionmentioning

confidence: 99%

Gestational age, kindergarten‐level literacy, and effect modification by maternal socio‐economic and demographic factors

Mallinson

Grodsky

Ehrenthal

2019

Paediatric Perinatal Epid

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Background: Shorter gestational age at birth is associated with worse academic performance in childhood. Socio-economic and demographic factors that affect a child's development may modify the relationship between gestational age and later academic performance.Objective: The purpose of this study was to investigate socio-economic and demographic effect modification of gestational age's association with kindergarten-level literacy skills in a longitudinal Wisconsin birth cohort. Methods: We sampled 153 145 singleton births (2007-2010) that linked to Phonological Awareness Literacy Screening-Kindergarten (PALS-K) scores (2012-2016 school years). PALS-K outcomes included meeting the screening benchmark (≥28 points, range 0-102 points) and the standardised score. Multivariable linear regressions of PALS-K outcomes on gestational age (completed weeks) included individual interactions for five maternal attributes measured at delivery: Medicaid coverage, education, age, race/ethnicity, and marital status. Results: Each additional completed gestational week was associated with a 0.5 percentage point increase in the probability of meeting the PALS-K literacy benchmark. The benefit of an additional week of gestational age was 0.5 percentage points (95% confidence interval 0.3, 0.7 percentage points) greater for Medicaid-covered births (0.8 percentage points) relative to non-Medicaid births (0.3 percentage points). Relative to only completing high school, having college education weakened this association by 0.3-0.6 percentage points, depending on years in college. Similar but modest relations emerged with standardised scores. Conclusions: Socio-economic advantage as indicated by non-Medicaid coverage or higher levels of completed maternal education may diminish the cost of preterm birth on a child's kindergarten-level literacy skills. K E Y W O R D S education, effect modification, health disparities, life course, preterm birth A commentary based on this article appears on pages 480-481

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Section: Introductionmentioning

confidence: 99%

Gestational age, kindergarten‐level literacy, and effect modification by maternal socio‐economic and demographic factors

Mallinson

Grodsky

Ehrenthal

2019

Paediatric Perinatal Epid

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“…Of particular importance in early childhood education is the school setting. Young children gain a lot cognitively, emotionally, physically and socially from being in a quality school setting [10]. The skills gained in these years predict their later functioning in all domains of child development [11,3,10].…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Young children gain a lot cognitively, emotionally, physically and socially from being in a quality school setting [10]. The skills gained in these years predict their later functioning in all domains of child development [11,3,10]. One of the significant activities in early childhood education and which has a great implication in their later lives is play.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Teacher Support and School Environment Factors Influencing Children’s Outdoor Play in Early Childhood Curriculum in Pre-schools in Kenya

Syomwene

2017

JSRR

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Teacher support and school environment are central in the provision of play in early childhood education. This paper is a report of a study that was carried out in the months of February and March 2016 on teacher support and school environment factors influencing children's outdoor play in early childhood curriculum in pre-schools in Kenya. The study area was in Wareng Sub-County in Uasin Gishu County in Kenya. The research objectives were to find out the teacher support; and school environment factors influencing children's outdoor play in early childhood curriculum. The study was guided by Bronfenbrenner's ecological theory and adopted a mixed methods research methodology with a descriptive research design. The target population was all the teachers in the pre-schools in the area. A total of 4 private and 17 public pre-schools were selected to participate in the study through stratified and simple random sampling methods. The sample constituted 42 preschool teachers selected through simple random sampling method. The research instruments used were questionnaires for teachers, observation check lists and photo voice techniques. The findings revealed that teachers provided minimal support to children's outdoor play due to heavy workloads, limited time and demotivation. School environment factors such as inadequacy of and poor maintenance of materials; and safety issues affected children's outdoor play. The study

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“…Extreme restlessness and lack of ability to concentrate are some of the issues found in those children. Finding their learning problems in the elementary school itself may help the children to improve their academic and social performance [2]. There are many obstacles in providing educational environments for SEN children, which include delays in providing services, lack of specialised teachers, lack of knowledge to use technology etc.…”

Section: Introductionmentioning

confidence: 99%

Effects of Integrating Augmented Reality in Early Childhood Special Education

K.K*¹,

V.G²

2019

IJRTE

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 Abstract: Various research studies showed the praiseful impact of technology tools in the education process of the special kids. The intention of this comparative study was to explore how Augmented Reality (AR) based educational application would support mild and moderate Intellectually Disabled (ID) children of age 5-10. Eight ID students from a Block Resource Center in Kerala, India were participated in this study. They were divided into two groups. Children with hyperactivity were selected as experimental group, and they had extra support from AR-based tool via smartphone. The control group students were trained by using conventional method. After measuring the parameters such as learning outcome, response to the learning material, learning time and memory capacity, the data has been analyzed. From the analysis results, it noticed that the participants from the experimental group exhibited improvements in all the parameters than those in the control group. In addition to the experiment, a survey was conducted among their parents and the resource teachers to know their feedback about the effectiveness of the application. The observed parameters and the survey results indicate that the implementation of AR-based educational applications in early childhood special education system is worth to explore further.

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Early Childhood Education: The Long-Term Benefits

Cited by 210 publications

References 14 publications

Gestational age, kindergarten‐level literacy, and effect modification by maternal socio‐economic and demographic factors

Gestational age, kindergarten‐level literacy, and effect modification by maternal socio‐economic and demographic factors

Teacher Support and School Environment Factors Influencing Children’s Outdoor Play in Early Childhood Curriculum in Pre-schools in Kenya

Effects of Integrating Augmented Reality in Early Childhood Special Education

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