Cumulative Experience of Educational Assets from Preschool through First Grade and the Social-emotional Well-being of English- and Spanish-Speaking Children

Children’s social and emotional experiences influence brain development and are therefore central to outcomes of behavior, learning, and health. The current study examined associations between children’s cumulative educational assets in the early grades and end of first grade social-emotional outcomes for children from English- and Spanish-speaking families. Data were drawn from a sample of preschool-aged children (N = 1,132) from low-income families in a large, culturally, and linguistically diverse sample followed annually from pre-kindergarten through first grade. A multi-method, multi-informant approach was used to assess predictor and outcome variables. Results indicate overall that cumulative experiences of educational assets (teacher-student interaction and relationships, parent-teacher communication) were associated with indicators of children’s social-emotional well-being and matter in similar ways for children from English- and Spanish-speaking families. However, we did find some evidence of significant interactions of Spanish as a home language with cumulative educational assets on children’s conduct problems and feelings about peers

The 2017 Terahertz Science and Technology Roadmap

Science and technologies based on terahertz frequency electromagnetic radiation (100GHz-30THz) have developed rapidly over the last 30 years. For most of the 20th century, terahertz radiation, then referred to as sub-millimeter wave or far-infrared radiation, was mainly utilized by astronomers and some spectroscopists. Following the development of laser based terahertz time-domain spectroscopy in the 1980s and 1990s the field of THz science and technology expanded rapidly, to the extent that it now touches many areas from fundamental science to “real world” applications. For example THz radiation is being used to optimize materials for new solar cells, and may also be a key technology for the next generation of airport security scanners. While the field was emerging it was possible to keep track of all new developments, however now the field has grown so much that it is increasingly difficult to follow the diverse range of new discoveries and applications that are appearing. At this point in time, when the field of THz science and technology is moving from an emerging to a more established and interdisciplinary field, it is apt to present a roadmap to help identify the breadth and future directions of the field. The aim of this roadmap is to present a snapshot of the present state of THz science and technology in 2016, and provide an opinion on the challenges and opportunities that the future holds. To be able to achieve this aim, we have invited a group of international experts to write 17 sections that cover most of the key areas of THz Science and Technology. We hope that The 2016 Roadmap on THz Science and Technology will prove to be a useful resource by providing a wide ranging introduction to the capabilities of THz radiation for those outside or just entering the field as well as providing perspective and breadth for those who are well established. We also feel that this review should serve as a useful guide for government and funding agencies

Parents’, teachers’, and administrators’ views on children’s transitions to kindergarten: A research-to-practice summary

This study documented perspectives from parents, teachers and administrators involved in children’s transitions from public pre-K into kindergarten within a large, diverse county. The purpose was to better understand how these stakeholders experience transitions and how they view their roles in the transition process. Qualitative results indicated a wide range of transition practices were in use, although use of specific practices varied from program to program. Thematic analysis indicated areas of agreement and points of divergence in how stakeholders viewed transitions. Results are discussed in relation to considerations for teachers and administrators interested in streamlining the transition from pre-K to kindergarten

Executive Functions and Approaches to Learning: Relationships to School Readiness in Head Start Preschoolers

The purpose of this study was to determine whether the effects of executive functions on school readiness outcomes were mediated by approaches to learning in Head Start preschoolers. Executive functions are cognitive skills, including inhibition, cognitive flexibility, and working memory, that are involved in learning as well as regulating behavior (Blair, Granger, & Razza, 2005; Espy, McDiarmid, Cwik, Stalets, Hamby, & Senn, 2004). Approaches to learning include important learning-to-learn skills such as persistence, initiative, and motivation (Fantuzzo, Perry, & McDermott, 2004). Based on previous literature, it was hypothesized that strong executive functions would support the development of positive approaches to learning, which in turn would lead to increased school readiness. To test this, data were collected on 179 four-year-old Head Start preschoolers. Children were assessed on executive functions (cognitive inhibition, cognitive flexibility, and working memory), approaches to learning (using both a teacher rating scale and a direct observation), school readiness, and verbal ability. Results indicated that approaches to learning partially mediated the relationship between executive functions and school readiness, providing support for the study\u27s main hypothesis. Results are discussed in the context of preparing at-risk preschool children for success in school

Good Governance of Early Childhood Development Programmes in Developing Countries: The need for a comprehensive monitoring system

There is need for a holistic, comprehensive ECD monitoring system that covers the multiple facets (i.e. education, health, social protection and the social and economical context in which the child is born) of public and private ECD interventions in a country. Such a system is essential for ensuring that all children can reap the benefits of ECD. It serves as a means of support and oversight for monitoring the performance and planning of ECD policies and programmes in developing countries. The paper highlights the importance of comprehensive ECD monitoring for making evidence-based decisions, and discusses practical issues to take into consideration when developing such a system. One of the first steps is deciding what to monitor through the selection of a limited number of valid and measurable indicators that are aligned to policy and programme goals. In this respect the capacity of the government system should be thoroughly assessed, including 1) the identification and evaluation of existing administrative and other data sources; 2) a training needs analysis of the administrators who will operate the monitoring system to allow for strengthening their skills and prepare them for their future duties; and 3) consideration of the long-term costs of operating a monitoring system in relation to the (projected) available funds, in order to ensure the sustainability of the system.early childhood; early childhood development; early childhood education; educational systems; monitoring;

A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start

• Examined child- and classroom-level psychosocial strengths and language/literacy. • Tested whether child and classroom factors had additive or interactive effect. • Results found child and classroom factors had additive effect on language/literacy. • Results emphasize importance of intervening early on in preschool. Early exposure to the multiple risk factors associated with poverty is related to an elevated risk for academic difficulty. Therefore, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early language skills and later academic outcomes, examining resilience in the domain of language and literacy is critical. Both exposure to a high-quality classroom environment and early child psychosocial strengths may serve as protective or promotive factors for low-income children, reducing the risk of poor language and literacy outcomes. Using a sample of 275 preschoolers from 29 Head Start classrooms, the current study examined the relations among teacher-reported child-level psychosocial strengths, observed classroom process quality, and growth in language and literacy. Furthermore, whether child and classroom factors had an additive or an interactive effect on outcomes was also investigated. Results indicated that child-level psychosocial strengths predicted initial levels of language and literacy, and classroom organization predicted growth. Results are discussed in terms of understanding how malleable child- and classroom-level factors are associated with language and literacy outcomes and emphasize the importance of intervening early on in young children's learning trajectories

A Longitudinal Examination of Young Children's Learning Behavior: Child-Level and Classroom-Level Predictors of Change Throughout the Preschool Year

The studies presented in this article longitudinally examined preschool children's learning behavior, which has received increased attention in recent years because of its positive influence on school readiness. The first study used a statewide database (N = 23,434) to examine whether and how learning behavior changed over time. The second study (N = 275) examined whether children's behavioral adjustment and classroom quality significantly predicted learning behavior baseline scores (learning behavior at the beginning of the preschool year) and rates of change throughout the year. Results from both studies indicated that children's learning behavior became more adaptive throughout the year. Results from the second study suggested that children's shyness was negatively associated with baseline scores and classroom organization was positively associated with rates of change over time. These findings highlight the importance of identifying children who exhibit underactive behavior such as shyness, as well as the potential role classroom quality may play in fostering adaptive learning behavior

Goodness of Fit Between Children and Classrooms: Effects of Child Temperament and Preschool Classroom Quality on Achievement Trajectories

Research Findings: The purpose of this study was to examine whether child temperament differentially predicted academic school readiness depending on the quality of classroom interactions for 179 Head Start preschoolers. Teachers rated children's temperament as overcontrolled, resilient, or undercontrolled in the fall and reported on children's language/literacy and math skills continuously throughout the year. Observations of classroom emotional and instructional support were conducted in the spring. Results from multilevel models indicated that overcontrolled children (compared to resilient children) made greater math gains in classrooms with higher instructional support, whereas a trend-level effect suggested that undercontrolled children (compared to resilient children) made lower math gains in classrooms with lower emotional support. Results also showed that resilient children's gains in language/literacy were more positively associated with high emotional support than were the scores of overcontrolled children. Practice or Policy: This study adds to prior findings suggesting that overcontrolled and undercontrolled children need special attention in the preschool classroom. Teachers and administrators may want to carefully consider the effect that classroom interactions and instructional techniques have on individual children and attempt to tailor instruction to meet the individual needs of children within classrooms

The role of context in preschool learning: a multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning

Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors

The Transition from Pre-K to Kindergarten: Parent, Teacher, and Administrator Perspectives

The present study aimed to identify commonalities and points of divergence in the ways that parents, teachers, and administrators characterize children’s transition from public pre-K into kindergarten within a large, diverse school district. A wide range of transition practices were in use across the district, including practices designed to educate parents, connect pre-K and kindergarten stakeholders, train teachers, and provide transition experiences to children. Transition experiences were not uniform across programs, though. Using a consensual qualitative coding approach, we identified three crosscutting themes related to pre-K transitions: (1) pre-k programs and staff invest significant time and effort in supporting successful transitions; (2) preschool programs’ school readiness efforts often center on the “mechanics†of the transition, like completing paperwork and teaching children basic school behaviors; and (3) there are concerns about a lack of alignment between pre-K and kindergarten in terms of readiness, behavioral expectations, and learning goals