Investing in the Early Years: The Costs and Benefits of Investing in Early Childhood in New Hampshire

Karoly, Lynn A.

doi:10.7249/rr1890

Cited by 23 publications

(5 citation statements)

References 12 publications

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“…Parent engagement is a substantial to creating a home environment that is beneficial for the child's development. Home environments are extremely important in early learning as they seem to relate to the outcomes of early schooling, specifically pre-kindergarten to kindergarten (Ansari et al, 2020;Han et al, 2020;Karoly, 1998). The sustainability of pre-kindergarten positive outcomes, such as letter word identification and vocabulary development, are more likely when there is a higher quality of home learning environment due to the continued engagement of academic and language interactions (Ansari et al, 2020;Han et al, 2020).…”

Section: Home Learning Practicesmentioning

confidence: 99%

Young children and families’ home literacy and technology practices before and during COVID-19

Lin

Molgaard

Guerra

et al. 2023

Journal of Early Childhood Research

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The home is an important setting for young children’s learning and development. We examined home literacy practices and technology usage among families with children ages 5–6 years old ( N = 47) before as compared to during COVID-19 with bivariate analyses. Variations by household income were also investigated. Parents completed surveys on home literacy and technological practices and demographic information in the spring of transitional kindergarten and the following kindergarten year. Results demonstrated an increase in child technology usage for school related educational programs, from pre-COVID-19 to COVID-19 and a decrease in home book reading, storytelling, writing, and playing games during COVID-19 home learning. Transitional kindergarten parents from the upper-income bracket reported significantly lower technology use of educational games compared to those in the lower-income group pre-COVID-19. Kindergarten parents from the upper-income bracket reported significantly higher technology use of educational games and lower technology use in watching TV to fall asleep, compared to those in the lower-income group during COVID-19. Findings suggest that there are few differences in home learning environments across family income groups. By characterizing how parents utilize technology and literacy practices with their children, we can better understand how to support families through COVID-19 and beyond.

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Section: Home Learning Practicesmentioning

confidence: 99%

Young children and families’ home literacy and technology practices before and during COVID-19

Lin

Molgaard

Guerra

et al. 2023

Journal of Early Childhood Research

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“…However, this was not possible due to the low number of included studies, which could be used in the meta-analysis. within ECEC settings Christoffersen et al, 2014;Karoly, 1998;Lamb, 1998;Munton et al, 2002;Vandell & Wolfe, 2000).…”

Section: Description Of the Interventionmentioning

confidence: 99%

“…The younger the children are, the more their development and well‐being are proposed to be dependent on adequate, nurturing and stimulating adult‐child interactions. The extent and quality of adult‐child interactions are proposed by some scholars to be the single most important determinants for the child's development and well‐being within ECEC settings (de Schipper et al, 2006; Christoffersen et al, 2014; Karoly, 1998; Lamb, 1998; Munton et al, 2002; Vandell & Wolfe, 2000).…”

Section: Introductionmentioning

confidence: 99%

Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review

Dalgaard

Bondebjerg

Klokker

et al. 2022

Campbell Systematic Reviews

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Background: Worldwide, a large number of infants, toddlers, and preschoolers are enroled in formal non-parental early childhood education or care (ECEC).Theoretically, lower adult/child ratios (fewer children per adult) and smaller group sizes are hypothesised to be associated with positive child outcomes in ECEC. A lower adult/child ratio and a smaller group size may increase both the extent and quality of adult/child interactions during the day.Objectives: The objective of this review is to synthesise data from studies to assess the impact of adult/child ratio and group size in ECEC on measures of process characteristics of quality of care and on child outcomes.Search Methods: Relevant studies were identified through electronic searches of bibliographic databases, governmental and grey literature repositories, Internet search engines, hand search of specific targeted journals, citation tracking and contact to experts. The primary searches were carried out up to September 2020.

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“…The younger the children are, the more their development and well‐being are proposed to be dependent on adequate, nurturing and stimulating adult/child interactions. Thus, the extent of and the quality of adult/child interactions are by some scholars proposed to be the single most important determinants for the child's development and well‐being within ECEC settings (de Schipper, Riksen‐Walraven, & Guerts, 2006; Christoffersen, Højen‐Sørensen, & Laugesen, 2014; Lamb, 1998; Karoly, 1998; Munton et al, 2002; Vandell & Wolfe, 2000).…”

Section: Introductionmentioning

confidence: 99%

PROTOCOL: Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review

Dalgaard

Bondebjerg

Klokker

et al. 2020

Campbell Systematic Reviews

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Investing in the Early Years: The Costs and Benefits of Investing in Early Childhood in New Hampshire

Cited by 23 publications

References 12 publications

Young children and families’ home literacy and technology practices before and during COVID-19

Young children and families’ home literacy and technology practices before and during COVID-19

Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review

PROTOCOL: Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review

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