...Influence of school readiness Supporting early learning will help to develop school readiness in children. School readiness is important for all children as it enables them establish the tools necessary to succeed in school. School readiness is one of the most, if not the most important factor in young childhood development. School readiness is anything that helps to prepare a child to engage and benefit from a classroom setting. This includes, language and literacy, mathematics, physical development, social and personal development, and scientific thinking. These domains can be successfully achieved by providing healthy environments, parental support, and good nutrition. Unfortunately, school readiness is not a mandated curriculum across the country as of yet. The mission of the National School Readiness Initiative was to set specific goals and measurable objectives. This data was tracked and measured with the intention of being used to serve as a framework for a national curriculum to focus more attention on young children and the needs of families. “The School Readiness Indicators Initiative works to develop a comprehensive set of school readiness indicators to inform public policy for young children and their families,” (School Readiness Initiative, 2013). This initiative involved teams from 17 states, including Arizona, Arkansas, California, Colorado, Connecticut, Kansas, Kentucky, Maine, Massachusetts, Missouri, New Hampshire, New Jersey, Ohio, Rhode Island...
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...The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school for children • Table 2: Outcomes & indicators of a positive start to school for families • Table 3: Outcomes & indicators of a positive start to school for educators Recommendations Further suggestions Appendices • Appendix A: Participant List •...
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...XRAYING SCHOOL READINESS FACTOR AND PRACTICE OF CHILDREN INFAMILIES (A CASE STUDY OF SOUTHEAST NIGERIA) BY AZUKA UGO ozone4k@yahoo.com FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE NIGERIA Abstract The study Xraying School Readiness Factor and Practice of Children in Families (A Case Study of Southeast Nigeria) adopted a survey research design. The population comprises of educated families in southeast Nigeria. Proportionate stratified random sampling was used in determining the sample size. Sample size of 2,500 was determined by sampling educated families from each of the selected State, local government, and villages in Southeast Nigeria. Forty six item questionnaires were used for data collection. Data collected were analyzed using frequency, and mean. The findings include: environmental factor, finance, parental practices among others are factors that determine child readiness and practices in southeast Nigeria; Recommendations on appropriate School Readiness Factor and Practice of Children in Families n southeast Nigeria were made based on the research findings. KEYWORDS: xraying, school readiness, practice, children, families Introduction (Background of the study) Readiness is a term used to describe preparation for what is next to take place. School readiness factor and practice of children are the preparation, practice and teaching to the individual child to be ready for school in the family, though according to experts, readiness has no single definition...
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...Copy Of Your Assignments: You may need to re-submit assignments if your mentor has indicated that you may or must do so. Academic Integrity: All work submitted in each course must be the Learner’s own. This includes all assignments, exams, term papers, and other projects required by the faculty mentor. The knowing submission of another person's work represented as that of the Learner’s without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal. | | MKT6005 | Cayce Lawrence, Ph.D. | Marketing Research I | Assignment #8 | Marketing Research Plan: Childcare Choices for Kindergarten Readiness Bonnie Rice Northcentral University Abstract In order to analyze what factors affect the ability for parents to access quality childcare choices that prepare preschoolers for kindergarten, the author’s research plan will discuss applicable marketing theories relating to the issue and results of the hypothesis testing from responses to her questionnaire. The author will also discuss future research and marketing research applications. Keywords: high-quality childcare, Early Childhood Environmental Rating Scale (ECERS), Survey of Income and Program Participation – Event History Calendar (SIPP-EHC), TK/JK (transitional or junior kindergarten, reference parent, kindergarten...
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...Explain the term school readiness. The school readiness means that when children are ready to go to primary school and transition from the nursery. Children's readiness for positive transition into primary school needs to be view as an everyone’s responsibility. Parents, nursery teachers, primary schools, and local community programs working together provide the best common for children's success in school. School readiness needs to be clear in general, developmental terms so that the individuality of each child is well kept and respected. Explain how the early years practitioner supports children to prepare for school. Many young children who are developing normally nevertheless find this stage of life very difficult. For most of the children, leaving...
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...Theories 1 Developmental Theories Tammy Weston Child and Adolescent Development PSY 104 December, 20, 2014 Developmental Theories 2 There is nothing more amazing than the growth and development of a child. Several researchers have dedicated years to the study of child development to help us better understand this amazing time in their lives. Though there are many theorists and different branches of their theories, they are narrowed into three categories, maturationist, environmentalist, and constructivist. These three theories allow us to analyze childhood development and better understand how children grow and learn. Although there are many differences in these theories, there are also some similarities. In this paper I will discuss how these theories relate and differ with regards to a child’s development. How do these theories help us understand our children and how they grow and learn? I will also discuss the importance of physical, emotional and cognitive development, to the overall development of a child and why it is imperative for us to not only understand how they develop but how we can help foster that growth. A child begins to develop while in the mother’s womb. The genetics (the makeup) of the child are already in place. (Papalia, Olds, Feldman, 2008) The child inherits genes from both mother and father. Piaget was probably one of most influential cognitive theorists. Piaget was a constructivist which means basically that learning occurs from actions...
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...Young children thrive in a positive, social learning environment and acquire new knowledge through interacting and socializing with peers. At this age, children are constantly evolving as active learners and require a multitude of stimulants to ensure learning is authentic. Teachers must take into consideration the many factors involved in the learning process including when, where, and how children play. Play holds a crucial role in the development of young children, yet play-based learning has been absent from early childhood classrooms for many years. Children interact, learn, and progress through play, whether it be with adults, other children, or by themselves. Mann, Hund, Hesson-McInnis, & Roman (2016) stated, “Early childhood is characterized...
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...------------------------------------------------- Faculty Use Only ------------------------------------------------- <Faculty comments here> ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- <Faculty Name> <Grade Earned> <Writing Score> <Date Graded> Assignment 2 Sharing Sources College readiness is a perennial issue, and one that will garner much attention. For several decades, researchers have documented the gap between high school and college expectations, noting that even students who complete a college preparatory curriculum in high school are often poorly prepared for college. This lack of alignment contributes to high postsecondary remediation rates and hinders college completion. Over the years, state policymakers and education leaders have responded with a variety of wide-ranging and costly efforts, including the development of state-level content standards and assessments. However, these standards vary widely among states and generally lack sufficient rigor to assure readiness for credit bearing courses in college. It is encouraging that states have adopted the English Language Arts and Mathematics standards released in mid-2010. The hard work lies ahead, however, as states move from adoption of standards to their full implementation, including development of curriculum and assessments. I will evaluate 10 sources that will help define the important strategies and...
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...connection in your response: Summarize the assumptions underlying parent and child relationships and parent education as identified by NEPEM. 1. Parents are primary socializers of their children. 2. Parenting attitudes, knowledge, skills, and behaviors can be positively influenced by parent education efforts. 3. Parenting is a learned skill that can be strengthened through study and experience. 4. Parent education is more effective when parents are active participants in and contributors to their parent education programs. 5. The parent-child relationship is nested within and influenced by multiple social and cultural systems. 6. Programs should be responsive to diversity among parents. 7. Effective parent education may be accomplished by a variety of methods. 8. Both the parent and the child have needs that should be met. 9. The goal of parent education is strengthening and educating the parent (or caregiver) so that he or she is better able to facilitate the development of caring, competent, and healthy children. Describe the National Extension Parent...
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...OVERVIEW In 1998, more than 13 million children (19 percent of all children) under age eighteen lived in families with incomes below the official poverty threshold. Although children age eighteen and under represent 26 percent of the United States population, they comprise nearly 40 percent of the poverty population. Despite a steady decrease from 1993 (23%) to 1999 (17%) in the rate of children in poverty, the United States still ranks highest in childhood poverty among all industrialized nations. In the United States, income poverty is defined by the poverty threshold, developed in 1959 and based on expected food expenditures (thrifty food basket) for families of varying sizes. Each year the threshold is adjusted for the Consumer Price Index cost of living. In 1999, the poverty threshold for a single mother raising two children was $13,423. Researchers have criticized the poverty threshold on numerous counts. First, government transfers such as food stamps and housing subsidies as well as tax benefits (e.g., the Earned Income Tax Credit) and tax payments are not included when assessing the poverty threshold. Second, regional and urban differences in the cost of living are not considered when computing the poverty threshold. Despite the criticisms levied against the way poverty is assessed in the United States, the current review highlights research that has used this definition of poverty, while acknowledging its weaknesses. This article reviews the literature linking...
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...early childhood education. It builds the foundation of the student's learning before they attend kindergarten. Research shows that children who attend a high-quality pre-kindergarten are successful in their years of schooling. Therefore, high-quality pre-kindergarten programs should be implemented just as regular elementary schooling. Public schools are becoming challenging with heightened accountability requirements because of the No Child Left Behind Act. Pre-kindergarten has become an important approach to promote school readiness and close achievement gaps in elementary school and beyond. It would produce large academic gains, especially for children of low-income families. Richard Coley's research pointed out that, "More than 30% of low-income children have no familiarity with print. That is, they do not know that books are read from left to right or where a story starts or ends. Seventeen percent of children from middle-income families and 8% of those whose parents have a bachelor's or higher degree also lack this knowledge. About 60% of low-income children and more than a third of middle-income children do not know the alphabet. Only 6% of poor and 18% of middle-income children understand numerical sequence" (Coley, 2002). High-quality universal pre-kindergarten programs will also open the door to more successful results, and provides children of all backgrounds integrated classrooms that improve success rate across the...
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...PROMOTES SCHOOL SUCCESS FOR EVERY CHILD OF EVERY AGE Harvard Family Research 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...
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...CHAPTER 1 INTRODUCTION Readiness refers to the child’s attainment of a certain set of social/emotional, language, psychomotor and cognitive skills needed to learn, work, and function successfully in school. A more constructive way to consider readiness is to remove the expectations from the child and place those expectations onto the schools and the families. Young children have wide ranging needs and require support in preparing them for the high standards of learning they will face in elementary school. Kindergarten readiness is an often discussed topic for preschool parents while academic concepts and skills are certainly a part of it, there’s much more to preparing for kindergarten. There are things that can be done now to prepare the child’s to be emotionally, socially, behaviorally, and academically successful in kindergarten, Sherwin Gesey. Parents struggle every year to decide whether their child is ready to take that first big step into formal education or not even in this day and age, when many children get their feet wet in preschool, not all kids are prepared for kindergarten. True, they may be able to do some basic reading and writing, but kindergarten is about much more than academics. Some of the things would like kids to know coming into kindergarten are their letters and some sounds, recognition of numbers 1-10, be able to write and recognize their name and be able to cut with scissors, says kindergarten teacher. It is also important for them to be able to follow...
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...a mass on a CT/MRI and/or the presence of neurological deficits, while the severity of severe TBI’s represents the existence of a coma and a lesion (Zollman, 2011). The bump, blow or jolt to the head may disrupt a child’s brain function. The blow may be considered open or closed based on whether the injury penetrates the skull and underlining meninges. For instance, the historic example of Phineas Gage had a large iron rod driven completely through his head and is classified as an open head injury. Compared to open head injuries, closed ones are more severe because of the increased intracranial pressure developed after a blow to the head. Early childhood is of relevance to study and understand because the number of TBI experienced by children are far greater compared to adults, leading to poorer outcomes because of critical neural maturation occurring in early childhood from birth till 6 years (Ashton, 2010). Cognitive development in early childhood It was always...
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... 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 national and international initiatives in ECE over the last 10 years on the attainment of socio‐economic disadvantaged children and young people Sets out recommendations for action and further innovation The Impact of Early Education as a Strategy in Countering Socio‐ Economic Disadvantage The impact of early education as a strategy in countering socio‐economic...
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