Sentences with phrase «early childhood outcomes by»

Not exact matches

But there are other early - childhood experts who are testing out less intensive (and less expensive) interventions to see if it is possible to have an outsize effect on children's outcomes by altering certain critical elements in their daily environments in precisely targeted ways.

Supported by Unicef UK, the network shares and promotes evidence - based practice around infant feeding and very early childhood development to deliver optimum health and wellbeing outcomes for mothers and babies (and their families).

Recent research has shown that high - quality early - childhood education has large impacts on outcomes such as college completion and adult earnings, but no study has identified the long - term impacts of teacher quality as measured by value added.

Early Childhood Teacher Education Policies: Research Review and State Trends reviews key findings from a recent policy report by the Center on Enhancing Early Learning Outcomes which reviews published research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising practEarly Childhood Teacher Education Policies: Research Review and State Trends reviews key findings from a recent policy report by the Center on Enhancing Early Learning Outcomes which reviews published research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising pChildhood Teacher Education Policies: Research Review and State Trends reviews key findings from a recent policy report by the Center on Enhancing Early Learning Outcomes which reviews published research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising practEarly Learning Outcomes which reviews published research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising practearly childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising pchildhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising practices.

Blog # 11 — Early Childhood Special Education and ESSA: A Great Opportunity for All by Donna Spiker, Kathleen Hebbeler, Debbie Cate, and Sharon Walsh The Center on Enhancing Early Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (EEarly Childhood Special Education and ESSA: A Great Opportunity for All by Donna Spiker, Kathleen Hebbeler, Debbie Cate, and Sharon Walsh The Center on Enhancing Early Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (EEarly Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (Eearly learning opportunities and challenges under the Every Student Succeeds Act (ESSA).

Blog # 12 — Making ESSA Work in Early Childhood Classrooms for Dual Language Learners by Alexandra Figueras - Daniel, National Institute for Early Education Research The Center on Enhancing Early Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (EEarly Childhood Classrooms for Dual Language Learners by Alexandra Figueras - Daniel, National Institute for Early Education Research The Center on Enhancing Early Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (EEarly Education Research The Center on Enhancing Early Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (EEarly Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (Eearly learning opportunities and challenges under the Every Student Succeeds Act (ESSA).

Compiled annually by the research team at E3 Alliance, The Central Texas Education profile is the most comprehensive regional view of education trends and outcomes in the state, and includes the region's demographic changes, early childhood education, K - 12 student achievement, achievement gaps, absenteeism, college and career readiness, and college enrollment and student and economic outcomes and implications.

He was co-principal investigator of the U.S. Department of Education's National Title I Study of Implementation and Outcomes: Early Childhood Language Development funded by the Institute of Education Sciences.

The Opportunity Institute is a non-profit organization that promotes social mobility and equity by improving outcomes from early childhood through early career.

This framework was development by the Early Childhood Technical Assistance Center (ECTA Center) answers the question «What does a state need to put into place in order to encourage / support / require local implementation of evidence - based practices that result in positive outcomes for young children with disabilities and their families?»

Early Outcomes for Programs and Families in Children's Futures (PDF - 932 KB) Walker, Daly, McMaken, & Pouncy (2010) Examines outcomes for families served by an early childhood initiative in Trenton, NJ, and addresses issues related to cost, partnership development, and sustainability of the Children's Futures proEarly Outcomes for Programs and Families in Children's Futures (PDF - 932 KB) Walker, Daly, McMaken, & Pouncy (2010) Examines outcomes for families served by an early childhood initiative in Trenton, NJ, and addresses issues related to cost, partnership development, and sustainability of the Children's Futures Outcomes for Programs and Families in Children's Futures (PDF - 932 KB) Walker, Daly, McMaken, & Pouncy (2010) Examines outcomes for families served by an early childhood initiative in Trenton, NJ, and addresses issues related to cost, partnership development, and sustainability of the Children's Futures outcomes for families served by an early childhood initiative in Trenton, NJ, and addresses issues related to cost, partnership development, and sustainability of the Children's Futures proearly childhood initiative in Trenton, NJ, and addresses issues related to cost, partnership development, and sustainability of the Children's Futures program.

These targets reflect the Government's stated aims both to invest in early childhood and school participation, and to ensure increased opportunities for Aboriginal and Torres Strait Islander people to engage in education and training to improve employment outcomes — two goals that are being met by Bubup's activities.

Studies such as the one conducted by Robert Coplan for the Ottawa Carleton District School Board from 1995 - 1999 validate the ability of Early Childhood Educators with recognized post secondary credentials in early childhood education to deliver equally successful learning outcomes for junior and senior Kindergarten chilEarly Childhood Educators with recognized post secondary credentials in early childhood education to deliver equally successful learning outcomes for junior and senior Kindergarten Childhood Educators with recognized post secondary credentials in early childhood education to deliver equally successful learning outcomes for junior and senior Kindergarten chilearly childhood education to deliver equally successful learning outcomes for junior and senior Kindergarten childhood education to deliver equally successful learning outcomes for junior and senior Kindergarten children.

These programs include the Nurse Family Partnership, 16,17 Healthy Families America, 18,19 Healthy Start, 20,21 Early Head Start, 22,23 the Comprehensive Child Development Program, 24 — 26 and Early Start.27, 28 All of these programs have been evaluated by using randomized control designs but findings from these trials have been mixed, with some programs showing benefits and others failing to show benefits.29, 30 In a recent review, Howard and Brooks - Gunn30 found that home - visiting programs had reported benefits for a number of outcomes, including child abuse, child health care, quality of home environment, parenting, parental depression, and childhood cognitive skills.

Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.

Research as early as 2005 by the Rand Corporation found a range of return on investment from $ 1.80 to $ 17 for each dollar spent on early childhood interventions.53 More recent studies of preschool (birth to age 5 years) education estimate a return on investment as high as 14 % per year on the basis of improved academic and occupation outcomes, in addition to lowered costs of remedial education and juvenile justice involvement.54

Early childhood programs aim to improve outcomes for young children and their families by offering support services such as child health and development assessments, early education and care, referral to community resources, and Early childhood programs aim to improve outcomes for young children and their families by offering support services such as child health and development assessments, early education and care, referral to community resources, and early education and care, referral to community resources, and more.

Parenting skills and a variety of family risk factors are influenced by the effects of disadvantage, meaning that Indigenous children are more likely to miss out on the crucial early childhood development opportunities that are required for positive social, educational, health and employment outcomes later in life.

Kay Margetts, Associate Professor of Early Childhood Studies at the Melbourne Graduate School of Education, talks about children's social, emotional and behavioural adjustment to school and the importance of early preparation by families for the best outcEarly Childhood Studies at the Melbourne Graduate School of Education, talks about children's social, emotional and behavioural adjustment to school and the importance of early preparation by families for the best outcearly preparation by families for the best outcomes.

Paying Later: The High Costs of Failing to Invest in Young Children (PDF - 220 KB) Pew Center on the States, Partnership for America's Economic Success (2011) Reports the findings of a study that explored the social costs caused by an array of bad outcomes, including child abuse and neglect, high school dropouts, criminal activity, teen pregnancy, drug and alcohol abuse, and other health problems, and how these costs could be reduced by investing in evidence - based early childhood programs.

In addition, many early childhood interventions have focused on children at risk of poor health and behavior outcomes by virtue of family poverty or disability.

Research most clearly demonstrating this relationship includes evidence that low childhood socioeconomic status (SES) predicts adult health outcomes, controlling for adult SES (13) and evidence that a harsh early family environment marked by abuse, conflict, cold nonnurturant parenting, or neglect predicts adverse health outcomes (12).

The first 5 years of life are critical for the development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.9, 10

Problems with communication, specifically non-verbal cognitive ability, are a strong predictor of externalising behaviour problems.3 Children with ASD exhibit more severe internalising and externalising behaviours than non-ASD children, as well as a high prevalence of aggressive behaviour.3 These behavioural challenges can often cause caregivers more distress and mental health problems than the core ASD symptoms.4, 5 Increased child behaviour problems and parental (especially maternal) psychological distress compared with children without autism is established early in life — by the time that children are aged 5 years.6 These co-occurring, behaviour problems are of concern in early childhood because of the importance of these early years for longer term child developmental outcomes.7

The positive effects of high - quality early childhood programs on specific, short - and long - term outcomes for children, families, and communities, have been quantified by numerous research studies.8 In the short - to medium - term, children enrolled in high - quality early learning programs are less likely to need special education services during their K - 12 years; are less likely to commit juvenile offenses; and more likely to graduate from high school.

MIHOPE is examining how home visiting programs funded by the Maternal, Infant, and Early Childhood Home Visiting program (MIECHV) affect outcomes for children and families.

For more than 10 years, Dr. Bagnato and his ECP program have been funded by the Heinz Endowments to conduct longitudinal research on the impact and outcomes of high - quality early childhood intervention programs on nearly 15,000 high - risk children in 30 school districts and regions across Pennsylvania (e.g., Early Childhood Initiative, Pre-K Couearly childhood intervention programs on nearly 15,000 high - risk children in 30 school districts and regions across Pennsylvania (e.g., Early Childhood Initiative, Pre-Kchildhood intervention programs on nearly 15,000 high - risk children in 30 school districts and regions across Pennsylvania (e.g., Early Childhood Initiative, Pre-K CouEarly Childhood Initiative, Pre-KChildhood Initiative, Pre-K Counts).

This article, by Center Director Jack P. Shonkoff and Pat Levitt, science director of the National Scientific Council on the Developing Child, advocates for greater synergy between neuroscience and innovation in early childhood policy to improve life outcomes for children experiencing significant adversity.

The project focused on creating strategies for the leaders to pool their talents and resources to strengthen outcomes for children and families and reach those not consistently reached by libraries, museums, and early childhood programs and services.

In each multilevel model, we will allow the outcome to vary by geographic area (random intercept) and, in the all children model, the Aboriginal to non-Aboriginal ratio to vary (random slope), enabling us to identify areas that are performing better or worse in terms of early childhood developmental outcomes, and areas with greater or lesser inequality in these outcomes.

In partnership with researchers from related projects in Canada, the UK, South Australia, the Northern Territory and Western Australia, Aboriginal organisations and policymakers, we will analyse whole - of - population data for New South Wales (NSW) to investigate the determinants of positive early childhood development in Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection early childhood development in Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection bias.

By school entry, 43 — 47 % of Aboriginal children have markers of developmental vulnerability.12, 13 In 2009, the first - ever national census of childhood development at school entry showed that Aboriginal children were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajectoEarly Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajectoearly childhood health and development in Aboriginal children, or characterises vulnerable developmental trajectories.

An analysis released today by the White House Council of Economic Advisers describes the economic returns to investments in early childhood education, including increased parental earnings and employment in the short - term, reduced need for remedial education and later public school expenditures, as well as long - term outcomes such as increased educational attainment, increased earnings, improved health, and decreased involvement with the criminal justice system.

Here are outline eight guiding principles for effective investments in early childhood development that promote positive social and economic outcomes by building a «scaffolding of support» around disadvantaged young children and their families.

Bridging the gap: Improving literacy outcomes for Indigenous students by Louella Freeman and Sandra Bochner (Macquarie University) Australian Journal of Early Childhood — Vol.

HFA evaluation results from more than 20 states, including 12 randomized control trials, demonstrate positive outcomes in all six domains required by the federal Maternal Infant Early Childhood Home Visiting (MIECHV) program.

Differences in outcomes by gender is very common among all early childhood experiments.

State Family Outcomes Measurement System (S - FOMS) Framework and Self - Assessment This framework, originally developed by the Early Childhood Outcomes (ECO) Center, identifies 7 key components of a high - quality family outcomes measurement system at the statOutcomes Measurement System (S - FOMS) Framework and Self - Assessment This framework, originally developed by the Early Childhood Outcomes (ECO) Center, identifies 7 key components of a high - quality family outcomes measurement system at the statOutcomes (ECO) Center, identifies 7 key components of a high - quality family outcomes measurement system at the statoutcomes measurement system at the state level.

Useful to Parent Centers in learning about or informing families about the Child Outcomes Summary process used by early intervention and early childhood special education staff.

CCSSO's Early Childhood Initiatives program works with chief state school officers, state education agencies and other partners to foster the healthy development, learning progress and school success of young children, birth to age 5, with a special focus on eliminating disparities in learning opportunities and outcomes for young at - risk children by supporting states in integrating early childhood, elementary, second and postsecondary education standards, assessment, data, and professional development efforts to form a more cohesive and powerful 21st century education syEarly Childhood Initiatives program works with chief state school officers, state education agencies and other partners to foster the healthy development, learning progress and school success of young children, birth to age 5, with a special focus on eliminating disparities in learning opportunities and outcomes for young at - risk children by supporting states in integrating early childhood, elementary, second and postsecondary education standards, assessment, data, and professional development efforts to form a more cohesive and powerful 21st century educatioChildhood Initiatives program works with chief state school officers, state education agencies and other partners to foster the healthy development, learning progress and school success of young children, birth to age 5, with a special focus on eliminating disparities in learning opportunities and outcomes for young at - risk children by supporting states in integrating early childhood, elementary, second and postsecondary education standards, assessment, data, and professional development efforts to form a more cohesive and powerful 21st century education syearly childhood, elementary, second and postsecondary education standards, assessment, data, and professional development efforts to form a more cohesive and powerful 21st century educatiochildhood, elementary, second and postsecondary education standards, assessment, data, and professional development efforts to form a more cohesive and powerful 21st century education system.

To assess the effects of family - centred interventions for Indigenous early childhood well - being, delivered by primary healthcare services in Canada, Australia, New Zealand, and the USA, on a range of physical, psychosocial and behavioural outcomes of Indigenous children, parents and families.

Mother - child relationships characterized by dyadic synchrony, a mutually responsive and interconnected interaction style, have been consistently linked to children's psychosocial adjustment in early childhood, but it is unclear whether such interaction patterns remain conducive to positive outcomes in early adolescence.

The Closing the Gap Strategy aims to address Aboriginal and Torres Strait Islander disadvantage by achieving outcomes and equality across seven «building blocks» or areas of life (early childhood, schooling, health, economic participation, healthy homes, safe communities, governance and leadership).