A Systematic, Reliable Approach to Play Assessment in Preschoolers

Play assessment is gaining attention as a measure of the developing skills of young children. The procedures and methods of coding child behaviours vary considerably across researchers and practitioners. Because of this, definitive statements about the use of play assessment cannot be made without further research. The present study is an attempt to report a set of standardized procedures for play assessment along with an empirically based coding scheme (PIECES). The reliability of this system of play assessment is also investigated. High inter-observer reliability was found along with moderate test–retest correlations for both the typically developing (r = 0.48) and exceptional (r = 0.58) children. Thus, this version of play assessment holds promise as an observation system for intervention and progress monitoring in early childhood. The authors stress that more research is needed in this area before play assessment can either be used in early childhood or discounted as an inappropriate tool

Nongraded versus Graded Elementary Schools: An Analysis of Achievement and Social Skills

In the last decade nongraded schools have regained popularity. Researchers and practitioners question the impact of the present applications of the nongraded structure on students. Two separate studies were conducted that compared the effects of nongraded and graded school grouping structures. The first study analyzed academic outcomes in reading, math, written language, and spelling. The second study evaluated the relationship between school type and social skills. Results indicated that students in the primary level (grades 1, 2, and 3) who attended the nongraded school performed better than their counterparts in the graded school on the reading and math assessment, but there were no differences in written language or spelling. At the intermediate level (grades 4, 5, and 6), students at the nongraded school performed better in written language and spelling, but the scores did not differ in reading or math. Students in the nongraded schools reported a higher level of social skills than students at the graded schools. The results and implications for school practice are discussed.Au cours des dix dernières années, les écoles décloisonnées ont connu un regain de popularité. Les chercheurs et les enseignants se posent des questions quant à l'impact qu'a la structure sans classe distincte sur les élèves. On a entrepris deux études séparées pour comparer les effets des cadres cloisonnés et décloisonnés. La première a analysé le rendement académique dans les domaines suivants: lecture, mathématiques, rédaction et orthographe. La deuxième a évalué le rapport entre le type d'école et les habiletés sociales. Les résultats indiquent que les élèves de l r e , 2e et 3e années qui allaient à l'école décloisonnée obtenaient de meilleurs résultats en lecture et en mathématiques que leurs homologues dans l'école cloisonnée. Aucune différence n'a été perçue en rédaction ou en orthographe. En 4e, 5e et 6e années, les élèves de l'école décloisonnée réussissaient mieux les épreuves de rédaction et d'orthographe, mais ne manifestaient aucune différence en lecture et en mathématiques. Les élèves dans les écoles décloisonnées faisaient preuve de meilleures habiletés sociales que les élèves dans les écoles cloisonnées. On discute des résultats et des implications pour la pratique scolaire

Play Behaviors of Young Children with and without Expressive Language Delay: An Exploratory Study

The association between language and play development during the early years of children’s lives is important as tremendous growth in development occurs in both at this time. Literature has suggested that if children have less developed language abilities, they may also have less developed play skills. The aim of the current exploratory study was to observe and categorize children’s play behavior using a comprehensive play assessment tool. This tool, the Play in Early Childhood Evaluation System (PIECES) coding scheme developed by Kelly-Vance and Ryalls (2005, 2014), provides information on differences in percentage of time in exploratory, simple pretend, and complex pretend play, highest levels of play behavior observed, and dimensions of social play. For the present exploratory study, six young children, three with and three without language delay, were matched in dyads. The six children ranging in age from 24-31 months. Using videotaped 40-minute play observations of each child during free play with a parent, researchers coded the play behaviors of each child using the PIECES coding scheme and interpreted findings accordingly. In two of the three participant dyads, participants with language delay spent more time in exploratory play and less time in pretend play compared to their counterparts without language delay. However, two out of the three participants had the same highest level of play as their matched peer. Participants with language delay demonstrated a lower percentage of play initiation than participants with no language delay. These results, although limited in generalization to only the participants of the study, suggest support of the positive association between play and language of young children and warrant further investigation. Additionally, this study offers a description of a play assessment approach that could be utilized with a larger participant cohort to extend this line of research as researchers continue to determine the appropriate role of play in assessment and intervention for young children with language delay

Assisted Reproduction Versus Spontaneous Conception: A Comparison of the Developmental Outcomes in Twins

The use of assisted reproductive technology is increasing rapidly. Research, although sparse, has resulted in inconsistent findings as to the developmental prognosis for infants conceived by assisted reproductive techniques such as in vitro fertilization and the use of fertility drugs. In the present study, the authors compared twins who were spontaneously conceived with those who were conceived through assisted reproductive technology. The authors found differences in birth weight and gestational age. Infants conceived by assisted reproductive technology fared worse than did those who were spontaneously conceived. The authors found no differences between the groups in mental development at 24 months of age, but they found evidence of differences in physical development. Implications of the findings are discussed

The Use of Play Assessment to Evaluate the Cognitive Skills of Two-and Three-Year-Old Children

Play assessment is increasing in popularity despite the lack of empirical support. The purpose of this study was to explore the use of play assessment with young children and determine its efficacy in determining cognitive levels of development. Eight 2-year-olds and eight 3 1/2-year-olds were observed playing in an unstructured format. Results indicated that Exploratory Play becomes more complex with age and is displayed more than Pretend Play in an unstructured play session. Children\u27s play primarily consisted of Exploratory Play, Pretend Play and Problem Solving and Planning Skills. Several of the Supple mental Subdomains measured by play assessment were not observed to occur in the spontaneous play format. A tendency for increasing complexity of play across time in session was also found

Autism Spectrum Disorder Prevalence Rates in the United States: Methodologies, Challenges, and Implications for Individual States

Many different studies have been conducted to determine the prevalence rates of Autism Spectrum Disorder (ASD) in the United States. The methodologies of these studies have varied, resulting in a multitude of publications with differing prevalence rates. Because there is such a wide range in the results of prevalence studies, it may be difficult for individual states to determine their rates. Accurate prevalence rates are important to obtain for many different reasons including increasing advocacy and awareness, increasing funding, and proper allocation of services for individuals with ASD and their families. Additionally, prevalence studies can be used to assess which groups are more at risk for ASD based off location and environmental factors. This paper describes different methodologies that can be utilized to determine ASD prevalence rates, the strengths and weaknesses of each method, and the challenges to determining accurate rates. This paper also includes the results from a study conducted in Nebraska to determine prevalence rates of ASD in the state. Implications for future prevalence studies are addressed and recommendations are provided

Parent Involvement and Views of School Success: The Role of Parents’ Latino and White American Cultural Orientations

We examined ethnicity and cultural orientation as predictors of parents\u27 views of and involvement in children\u27s education, using data gathered from the Latino (n = 74) and non-Latino (17 White and 13 ethnic minority) parents of children in an elementary school\u27s dual-language program. Parents completed a questionnaire that assessed Latino and White American cultural orientations, importance of children\u27s academic and social success, and self- and significant other involvement in children\u27s education. Results indicated that Latino (and other ethnic minority) parents valued academic and social success equally and more strongly than did Whites and that Whites valued social success more strongly than academic success. Latinos also reported greater involvement of significant others. These differences were largely accounted for by cultural orientations. Educational practices that take into account differences in cultural orientations and the involvement of significant others thus seem more likely to improve academic outcomes than do efforts intended to promote the valuing of education

\u3ci\u3eExamining the Impact of Parental Involvement in a Dual Language Program: Implications for Children and Schools\u3c/i\u3e

Most native-born, English-speaking Americans – if they understood that developing the native language is good for English and good for longterm academic achievement – would support bilingual education. The problem is, almost none of them have heard the case. They have only heard the disinformation, coming from people who oppose these programs for extraneous (i.e., political) reasons (James Crawford, 1999).https://digitalcommons.unomaha.edu/facultybooks/1190/thumbnail.jp

Parental Involvement in Education: A Comparison of English and Spanish Speaking Parents

We examined the educational involvement of English speaking and Spanish speaking parents of students in a Dual Language Program. Parents responded to open-ended questions about how they were involved, what they would like to be involved in but were not, and what barriers prevented them from being more involved. Monitoring/assisting with homework was the most frequently mentioned involvement activity fir both groups, followed by reading with their children, school involvement and communication, and providing social and emotional support to their children. The top areas in which parents wanted to do more were school involvement and communication, social and emotional support, homework assistance/monitoring and parental development. Time and language/educational issues predominated as barriers to parental involvement with the former cited more by English speaking parents and the latter more by Spanish speaking parents

Early Childhood/Child Welfare Priority

This is the executive summary of a white paper that describes the context, current capacity, areas of opportunity, and next steps for the UNO Early Childhood/Child Welfare Priority (ECCW). It responds to the need for comprehensive integrated systems of services designed to give all young children (birth through age eight) access to what they need in the early years to succeed in school and in life. In this context, UNO recognizes ECCW as critical to our metropolitan university mission. Further, we must come together with early childhood service providers, P-12 districts, parents, policy makers, other University of Nebraska campuses, community service agencies and businesses to improve learning and developmental outcomes for all children, with emphasis on children who are at-risk and those with special needs