...REVIEW OF THE IMPACT OF EARLY YEARS PROVISION ON YOUNG CHILDREN, WITH EMPHASIS GIVEN TO CHILDREN FROM DISADVANTAGED BACKGROUNDS Edward C. Melhuish Institute for the Study of Children, Families & Social Issues Birkbeck, University of London Prepared for the National Audit Office The views expressed in this paper are not necessarily those of the National Audit Office. Address of author Institute for the Study of Children, Families & Social Issues 7 Bedford Square London WC1B 3RA Email: e.melhuish@bbk.ac.uk Table of Contents Executive Summary 3 1. Introduction 1.1. The context of childcare research 1.2 Types of childcare and pre-school provision 1.3 Evidence on developmental effects 1.4 Structure of report 7 7 8 10 10 2. Childcare as intervention 2.1 Research methodology 2.2 Randomised Control Trials (RCTs) 2.2.1 Ypsilanti/High Scope/Perry Pre-school Study 2.2.2 Abecedarian Project 2.2.3 Project CARE 2.2.4 Milwaukee Project 2.2.5 Infant Health and Development Program (IHDP) 2.2.6 Early Head Start (EHS) 2.2.7 Hackney study Table 1: Summary of Randomised Control Trials of Interventions 2.3 Quasi-experimental Studies 2.3.1 Head Start 2.3.2 Chicago Child – Parent Center Program 2.3.3 Syracuse Study 2.3.4 Brookline Early Education Project 2.3.5 Diverse State-based programmes in the US 2.3.6 Meta-analyses and reviews Table 2: Summary of Quasi-experimental Evaluations of Interventions 2.3.7 Summary of childcare...
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...quote an old African proverb “It takes a village to raise a child.” Children will thrive only if a society cares enough to support families. A family alone, a health worker alone, a therapist alone, a social worker alone is unlikely to achieve the success that may be possible through involvement and coordination of the community. Recognition of the importance of brain development in the early years of life has led to expanded early intervention programs for very young children with or at risk for developmental disabilities throughout the world (National Dissemination Center for Children with Disabilities, n.d.). Developmental milestones are behavioral indicators of underlying processes. If developmental milestones are used as a curriculum guide without consideration of the underlying processes, infants will develop splinter skills rather than a solid foundation for learning (National Dissemination Center for Children with Disabilities, n.d.). Recent developmental brain research suggests a plausible biological basis for early intervention. However, specific intervention practices must be evaluated on their efficacy, effectiveness, and cost justification. Early intervention has made important shifts in emphasizing social competence in the child and the essential role of the family and community (National Dissemination Center for Children with Disabilities, n.d.). With these thoughts in mind The Brookline Early Education Project (BEEP) was an innovative, community-based program...
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...Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 ...
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...In a study of children attending summer camp at age 10, Sroufe, Egeland, Carlson, and Collins (2005) found that securely attached children tended to have more friends and better social skills. Likewise, in a cross-sectional study using self-report data, 15-18- year-olds with good parental attachment had better social skills and, subsequently, better competence in developing friendships and romantic relationships (Engles, Finkenauer, Meeus, & Dekovic, 2005). Ainsworth found that the anxious-ambivalently attached are especially at-risk for later behavioral problems, including aggressive conduct. These data suggested it is vital for the one-third of children who do not develop a secure attachment as infants be provided opportunities to repair the original attachment relationship or construct some form of attachment outside the home, perhaps through interaction with a teacher or mentor. This paper will “BRIEFLY DESCRIBE HOW PARENTS AND TEACHERS CAN HELP TEACH SOCIAL COMPETENCE”. Erikson (1950) provided another important theory related to social competence; his psychosocial theory of personality development emphasized the interplay between the social and emotional domains. Erikson highlighted the importance of the person resolving a series of conflicts where interpersonal relationships play an important role. In infancy, the conflict is Trust versus Mistrust. Erikson hypothesized that an infant will develop trust through interaction with a warm, available, and responsive caregiver...
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...track the incidence of obesity. The National Center for Educational Statistics selected a nationally representative cohort using probability sampling. Children who were starting kindergarten in the fall semester of 1998 were followed up until they reached the eight grade for data collection; cumulative incidence shows the 9-year risk of obesity. Variables were selected such as height, weight, parent-reported age, sex, race, ethnic group, socioeconomic status, and birth weight. Study showed that although the prevalence of obesity increased with age, incident obesity was highest at the youngest ages and declined through eighth grade. The lowest cumulative incidence according to socioeconomic factors was among children from wealthy families and the highest was among children from the middle socioeconomic quintile. Importance of Article: Childhood Obesity is an important concern for the community and this article does a great job detailing why. Childhood Obesity affects more than 30 percent of children, making it the most common chronic disorder for children. Today, more and more children are being diagnosed with diabetes, hypertension and other co-morbid conditions associated with obesity and morbid obesity. According to the study, almost half the obesity incidence from kindergarten through eighth grade occurs among children who were overweight as kindergartners. Additionally, overweight kindergartners had four times the risk of becoming obese by the age of 14 years as normal...
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...Heijden, &Matthys, 2014). Approximately 11% of children 4-17 years of age (6.4 million) have been diagnosed with ADHD as of 2011.The percentage of children with an ADHD diagnosis continues to increase, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011 (ADHD). Additionally, students with ADHD have shown an increase in comorbidity with ODD (ADHD). Due to the fact that many teachers lack preparation in the area of classroom management dealing with students with challenging behavioral issues, such as those in students with ADHD and ODD, they are subjected to increased frustration and increased teacher burnout rates. Further research also points out the adverse effects lack of teacher preparation have on the future outcomes for students with negative conduct behavior, which include the likelihood of students with ADHD and ODD to develop substance abuse and criminal aggression in later years (Darney, Reinke, Herman, Stormont, &Ialongo, 2012). As such, professional development in the form of teacher and intervention training is needed in order to support the needs of both the teachers and the future outcomes for students. This grant proposal will offer professional development sessions to teachers at the Child School/Legacy High School on Roosevelt Island in order to improve quality teaching practices and effective classroom management strategies. The goal of the teacher training program will be to offer a form of prevention and intervention by training teachers to deal and manage negative...
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...EARLY CHILDHOOD EDUCATION AND CARE key lessons from research for policy makers An independent report submitted to the European Commission by the NESSE networks of experts www.nesse.fr EARLY CHILDHOOD EDUCATION AND CARE - KEY LESSONS FROM RESEARCH FOR POLICY MAKERS This is an independent report commissioned by the European Commission's DirectorateGeneral for Education and Culture. The views expressed are those of independent experts and do not necessarily represent the official position of the European Commission. The main author of this report is Helen Penn, currently Professor of Early Childhood in the Cass School of Education, University of East London, UK, and a member of the NESSE network of experts. Drafts of this report benefited from comments and advice from other NESSE network members and from other experts in this field. Reproduction is authorised provided the source is acknowledged. The electronic version of this report is available at: http://www.nesse.fr/nesse/activities/reports For further information on this report and for printed copies you can contact: Dr. Angelos Agalianos European Commission Directorate-General for Education and Culture Tel.: +32-2-29.55.098 © European Commission, 2009 ISBN: 978-92-79-12470-9 2 EARLY CHILDHOOD EDUCATION AND CARE - KEY LESSONS FROM RESEARCH FOR POLICY MAKERS FOREWORD Investing in quality Early Childhood Education and Care (ECEC) is crucial. It is at this stage that the foundations are laid for...
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...CAHMS is an organisation that is striving to meet the growing and diverse needs of the population of children and young people. It has a network of mental health and psychiatry, in which the different units offer a wide range of services, coordinate among themselves for the information exchange, the dynamic definition of the respective areas competition, including patient flow, and joint activities, including the promotion and protection of mental health, such as treatment and rehabilitation of diseases. The concept of network at CAHMS refers to the links established between people, groups and / or institutions, each having its own characteristics and particular, they recognise the basic need to bond and work together to compliance with common objectives, sharing a space of equality, where relations are...
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...the years. Violence is shown in magazines and books, on television and in the media. Violence on television is a major source for aggressive or violent behavior, but Children also pick up violence from a parent or guardian at an early age. It has been psychologically proven that males are more aggressive than females. Therefore, if a child's parents are being aggressive, their actions tend to be imitated. Children are affected very much in different ways from their families. That is why the families’ role in children's life is very important. Families are the key factor in youth violence. The early developmental stages of babies is key to starting a good lifelong learning experience. This is the certain time in which their brains and behavior patterns are significantly developing. Babies need that love and sense of closeness to obtain a healthy start. Obviously mothers who smoke, drink or do drugs while pregnant can cause serious health problems. Also, when they are young most of the time these problems persist. This causes children to have the chance to obtain the same lifestyles as of the parents. Another instance that can hurt a child's well-being is when they are real little around the ages of two to about six. Kids at this age need to be taught and especially loved. When children are neglected or left they do not get the support that they truly need to keep the growing process healthy....
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...Project Harvard Graduate School of Education HARVARD FAMILY RESEARCH PROJECT NO. 1 in a series SPRING 2006 Family Involvement IN EARLY CHILDHOOD EDUCATION The family seems to be the most effective and economical system for fostering and sustaining the child’s development. Without family involvement, intervention is likely to be unsuccessful, and what few effects are achieved are likely to disappear once the intervention is discontinued.1 —Urie Bronfenbrenner This brief is dedicated to Urie Bronfenbrenner (1917–2005) whose pioneering research influenced the work of Harvard Family Research Project. Introduction Family involvement matters for young children’s cognitive and social development. But what do effective involvement processes look like, and how do they occur? This research brief summarizes the latest evidence base on effective involvement—that is, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works. The conceptual framework guiding this research review is complementary learning. Harvard Family Research Project (HFRP) believes that for children and youth to be successful from birth through adolescence, there must be an array of learning supports around them. These learning supports include families, early childhood programs, schools, outof-school time programs and activities, higher education, health and social service agencies, businesses...
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...The impact of early education as a strategy in countering socio-economic disadvantage Research paper for Ofsted’s ‘Access and achievement in education 2013 review’ Professor Chris Pascal and Professor Tony Bertram UK Research Team: Sean Delaney, Selma Manjee, Marjory Perkins and Manja Plehn International Research Team: Alice Bennett, Carol Nelson, Sarina Razzak and Maureen Saunders Centre for Research in Early Childhood (CREC) © Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of nati...
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...The effects of music on children and young people. 1. The effect of music on IQ Campabello, Nicolette; De Carlo, Mary Jane; O'Neil, Jean; Vacek, Mary Jill Music Enhances Learning. Dissertations/Theses; Tests/Questionnaires. 2002 An action research project implemented musical strategies to affect and enhance student recall and memory. The target population was three suburban elementary schools near a major midwestern city: (1) a kindergarten classroom contained 32-38 students; (2) a second grade classroom contained 23 students and five Individualized Education Program (IEP) students; and (3) a fifth grade classroom. Students exhibited difficulty recalling facts and information in a variety of subject areas evidenced through an inability to gain mastery of grade level skill areas. Research suggests that young students have difficulty understanding concepts and lack the ability and desire to learn. A successful program needs to be developed to teach these concepts. A review of solution strategies suggests that the following musical techniques proved to be helpful for increasing student recall because the songs helped with phonemic training, mnemonics, setting desired skills to familiar tunes, and linking connection to cultural themes. Research has shown that preschool children taught with an early exposure to music through games and songs showed an IQ advantage of 10 to 20 points over those children taught without exposure to the songs. In the same study, students at age...
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...Literature search: Students' sleep problems and school management SHEU : nationally-recognised, since 1977, as the specialist provider of reliable local survey data for schools and colleges SHEU Literature search MORE LITERATURE SEARCHES Students' Sleep Problems SHEU has provided a literature search resource about young people, sleep problems and school management Thanks to Zotero and Jason Priem Last updated September 2012 - - - - - see also SHEU search "sleep" http://sheu.org.uk School management of students with a lack of sleep Type Journal Article Author Editorial Publication Education and Health Volume 30 Issue 3 Page 56 Date 2012 URL http://sheu.org.uk/x/eh303ed1.pdf Sleepless in America: School start times Type Journal Article Author Editorial Publication Education and Health Volume 30 Issue 3 Page 57 Date 2012 URL http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh303ed2.pdf Ready, willing, and able? Sleep hygiene education, motivational interviewing and cognitive behaviour therapy for insomnia in an Australian high school setting Type Journal Article Author Neralie Cain Abstract Cognitive behaviour therapy for insomnia is well-regarded as an effective treatment for insomnia in adults. Previous studies also suggest that CBT-i can be successfully applied to adolescents experiencing insomnia and other sleep problems, which most commonly involve delayed sleep timing. The recommended...
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...Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management)...
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...Autistic disorder will be the focus of this study (CDC, 2012). Children develop autism before the age of three years and struggle with it throughout their lives (CDC, 2012). “Autism creates many challenges in the child’s life and it negatively impacts; intellectual disabilities, language delays, social and communication difficulties and unexpected behaviour and interests” (CDC, 2012). Autism does not segregate between racial and ethnic groups, nor does it relate to socioeconomic status; however it has been proven to occur more often in males than in females (CDC, 2012). Over the past decade there has been a significant increase in the number of autistic diagnoses (CDC, 2012). Evidence has shown that the development of autism occurs during the pregnancy phase (Schmidt, 2011); which leads this study to analyze the association between intake of iron, and zinc during pregnancy and preventing autism in the offspring. Specific Aims The proposed study will be focused on whether women who take iron and zinc supplements during the three trimesters of the pregnancy will reduce the risk of autism in their offspring. The goal of this study is to develop an association between vitamin exposures and the outcome of prevented risk of autism. The proposal can potentially establish correlations that will help identify, and prevent risk factors of autism. Two objectives for this study are: to measure the prevalence of autism among young children in Canada, and to compare the levels of exposure and disease...
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