In addition to conducting regression analyses, multiple group path analyses were done to examine the indirect relationship between home visiting participation and children's
early language outcomes through the home environment and literacy practices, and variation of this relationship by risks.
Not exact matches
«We wanted to see whether already
early childhood differences in
language outcomes, such as age of speaking words, are predictive of drinking behaviors, and if so, whether better verbal development predicts less or more drinking,» he said.
«This is important because timely identification of hearing loss can enable
earlier intervention, which is linked to better
language outcomes for children.»
Explore
language and literacy development among
language learners, with a focus on how
early development is connected to later
outcomes
The effects of fathers» and mothers» reading to their children on
language outcomes of children participating in
Early Head Start in the United States.
The role of speech pathologists in the
early identification of children with
language problems which could lead to interventions which might prevent or ameliorate subsequent reading problems was noted, and the LDA submission put the view that more routine collaboration between speech pathologists and educators could improve literacy
outcomes for all students.
Our review of over 300
early language and literacy (preschool through
early elementary school)
outcomes found that the typical
early language and literacy intervention adds only 1.6 months of additional growth over routine instructional practices.
Resources for Supporting Teachers and Administrators to Improve
Outcomes for Dual
Language Learners in Pre-K through Third Grade identifies selected resources on best practices and policy to support effective teaching and learning for dual
language learners (DLL) in
early childhood programs and
early elementary school.
It was critical to develop them
early in the year in order to provide time to build student enablers and gather needed resources... Planning was slow and intentional as we attempted to incorporate the English
language arts standards, district
outcomes, and course - and grade - level curriculum based on broad conceptual themes.
Outcomes of
early language delay: I. Predicting persistent and transient
language difficulties at 3 and 4 years.
Experiences in the first 1000 days of life have a crucial influence on child development and health.1 Appropriate
early child development (including physical, social and emotional,
language and cognitive domains) has consistently been shown to be associated with good health and educational
outcomes in childhood and consequent health and employment
outcomes in adulthood.2 — 4 Adopting a life course approach, including
early intervention, is essential, 5 and investment is therefore needed in effective prenatal and postnatal services to optimise child health, well - being and developmental resilience.6
There is now ample consensus among social scientists that certain risks (such as academic failure,
early psychiatric problems, and
language delays) are highly correlated with poor
outcomes.
Children who experience poverty, particularly during
early life or for an extended period, are at risk of a host of adverse health and developmental
outcomes through their life course.1 Poverty has a profound effect on specific circumstances, such as birth weight, infant mortality,
language development, chronic illness, environmental exposure, nutrition, and injury.
Our findings add insight into the pathways linking
early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and
early childhood
outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in
early childhood were associated with poor foundational skills, such as
language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse
outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every
outcome examined.
Authors of individual studies have reported positive
outcomes from
early and intensive behavioral and developmental intervention in cognitive performance,
language skills, and adaptive behavior when delivered over substantial intervals of time (ie, 1 — 2 years) compared with broadly defined eclectic treatments.
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
Associated
outcomes include negative infant temperament, 24 insecure attachment, 25 cognitive and
language development difficulties, 26 lower self - esteem and other cognitive vulnerabilities to depression in five year olds, 27 and poorer peer relations in
early childhood.28
Outcomes of damaging
early relationships include: elevated rates of aggression; lower IQ scores and diminished
language abilities; anxieties, fears, and sleep problems; and a reduced ability to empathize with others.
Ideal for in - service professional development and college or university courses, this invaluable DVD will help
early childhood educators understand the complex process of second
language development and ensure better social and academic
outcomes for English
language learners.
These programs have been critical in improving maternal and child health
outcomes in the
early years, leaving long - lasting, positive impacts on parenting skills; children's cognitive,
language, and social - emotional development; and school readiness.
Strategies: To ensure that DECS plan for Aboriginal Education in
early Childhood and Schooling is implemented; advocating a national Standard Reporting Framework; ensuring that DECS review its structures, resources, management and curriculum practices and takes appropriate action to achieve optimum improvements in educational
outcomes for Aboriginal students in the priority areas of - decision making,
early childhood, literacy and numeracy, attendance and retention, employment of Aboriginal staff, Aboriginal
languages, culturally appropriate curriculum.
A study of pre-k programs in 11 states showed that native Spanish speakers» reading and math scores improved more when they received more instruction in their native
language, particularly when their teacher was caring and supportive.Margaret Burchinal et al., «Instruction in Spanish in Pre-kindergarten Classrooms and Child
Outcomes for English
Language Learners,»
Early Childhood Research Quarterly 27 (2012): 188 — 197.
In the past, Gaylor provided technical assistance on the Model Demonstration Coordination Center, an Office of Special Education Programs - funded center for
early childhood
language intervention projects; she was responsible for developing common measures and synthesizing
outcomes across three projects located throughout the United States.
Housing instability and homelessness in
early childhood are associated with poorer
outcomes in
language, literacy, and social - emotional development.
Brooks - Gunn recently summarized the research as showing that
language stimulation and learning materials in the home are the parenting practices most strongly linked to school readiness, vocabulary and
early school achievement, while parent discipline strategies and nurturance are most strongly linked to social and emotional
outcomes such as behaviour and impulse control and attention.3 That is, discipline practices that do not help children develop their own internalized behaviour standards can also adversely affect children's social and emotional functioning — their abilities to develop sustained social relationships and to take account of the needs and feeling of others, to control and direct their own impulses, and to focus their attention to plan and complete tasks successfully.
Child
language and parenting antecedents and externalizing
outcomes of emotion regulation pathways across
early childhood: A person - centered approach.