Greeney's research focuses
on early childhood outcomes and applied methods for social policy analysis.
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.
The research provides some of the most conclusive evidence to date of fathers» importance to children's
outcomes and reinforces the idea that
early childhood programs such as Head Start should focus
on the whole family, including mother and father alike.
On an individual level, if you are well - educated, middle - class parents (the children who make the biggest gains from
early childhood education are those from deprived backgrounds) and use quality daycare (if you use it), you are probably not going to influence your child's
outcomes all that much whatever you do.
Research shows that high - quality
early childhood programs can yield a 13 percent annual return
on investment through better
outcomes in education, health, social behaviors and employment — reducing taxpayer costs down the road.
Replicating and Scaling Up Evidence - Based Home Visiting Programs: The Role of Implementation Research (PDF - 337 KB) Paulsell (2012) Encyclopedia
on Early Childhood Development Discusses implementation research in the home visiting field, how research can be used to strengthen programs and improve targeted
outcomes, and the conditions and supports necessary for effective implementation.
Low family income during the
early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different
outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based
on clinical diagnostic interviews.7
A variety of studies suggest that fathers» engagement positively impacts their children's social competence, 27 children's later IQ28 and other learning
outcomes.29 The effects of fathers
on children can include later - life educational, social and family
outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based
on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and
earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in
early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive development.35
Two state - level approaches to domestic violence in MIECHV communities: 1) leveraging partnerships to improve domestic violence
outcomes; 2) how professional development
on domestic violence can have an impact across
early childhood systems.
Center
on the Developing Child at Harvard University, National Forum
on Early Childhood Program Evaluation, and National Scientific Council
on the Developing Child, A Science - Based Framework for
Early Childhood Policy: Using Evidence to Improve
Outcomes in Learning, Behavior, and Health for Vulnerable Children, Cambridge, Mass.: Center
on the Developing Child, Harvard University, 2007.
«The results strongly point to the notion that the effects of poor neonatal health
on adult
outcomes are largely determined
early — in
early childhood and the first years of elementary school,» the researchers wrote in the study.
«Studies
on early childhood education programs have historically focused
on child
outcomes,» said study lead author Terri Sabol, an assistant professor of human development and social policy at Northwestern's School of Education and Social Policy.
The research provides some of the most conclusive evidence to date of fathers» importance to children's
outcomes and reinforces the idea that
early childhood programs such as Head Start should focus
on the whole family, including mother and father alike.
Studies of
early -
childhood and school - age interventions often find long - term impacts
on such
outcomes as educational attainment, earnings, and criminal activity despite nonexistence or «fade - out» of test - score gains.
Deming studies the economics of
early childhood and K — 12 education and the effects of education policy
on long - term
outcomes for disadvantaged urban youth.
Center - based and family child care programs must implement developmentally appropriate research - based
early childhood curriculum... that is based on scientifically valid research and has standardized training procedures and curriculum materials to support implementation [and] is aligned with the Head Start Early Learning Outcomes Framework and, as appropriate, state early learning and development standards; and includes an organized developmental scope and sequence and is sufficiently content - rich within the... Framework to promote measurable progress toward development outlined in such Frame
early childhood curriculum... that is based
on scientifically valid research and has standardized training procedures and curriculum materials to support implementation [and] is aligned with the Head Start
Early Learning Outcomes Framework and, as appropriate, state early learning and development standards; and includes an organized developmental scope and sequence and is sufficiently content - rich within the... Framework to promote measurable progress toward development outlined in such Frame
Early Learning
Outcomes Framework and, as appropriate, state
early learning and development standards; and includes an organized developmental scope and sequence and is sufficiently content - rich within the... Framework to promote measurable progress toward development outlined in such Frame
early learning and development standards; and includes an organized developmental scope and sequence and is sufficiently content - rich within the... Framework to promote measurable progress toward development outlined in such Framework.
The study, «Preparing to Succeed: An Efficacy Trial of Two
Early Childhood Curricula Study Overview for Principals,» will examine the effects of Boston Public Schools» preschool program
on math, literacy, and socio - emotional and executive functioning
outcomes.
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.
[xlii] A number of studies of model
early childhood programs suggest that they can have large, long - lasting effects
on student and adult
outcomes.
According to the new OECD report, «Starting Strong 2017: Key OECD indicators
on early childhood education and care,» some countries are managing this process well and as a result see a «very modest impact of the social and immigrant background of children
on their learning and social
outcomes.»
For example, Head Start has been and continues to be a leader in its focus
on family engagement and comprehensive services,
on children with disabilities, and
on children from diverse cultural and linguistic backgrounds; in its commitments to accountability for program quality; in its investments in the professional development of the
early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child
outcomes, and reduce the achievement gap.
In traditional education, however, there's a nationwide war raging over accountability, with many states seeking ways to rate not only teachers and schools, but also teacher preparation and
early childhood programs, based
on quantifiable
outcomes.
Much of the public conversation around school improvement focuses
on early childhood and the elementary years, in an effort to prevent or lessen inequitable
outcomes for poor children.
She is the lead coordinator and manager
on many projects such as Scale - up of EC Pyramid Implementation and Routines - Based
Early Intervention in school districts statewide, Part B
Early Childhood RDA Initiative for State Systemic Improvement Plan (SSIP), Results Matter Child
Outcomes B - 5 for Part B and Part C SPP / APRs, and the Statewide child assessment system.
The latest Center
on Enhancing
Early Learning Outcomes brief answers these questions to provide early childhood specialists in state departments of education and other stakeholders with information to inform po
Early Learning
Outcomes brief answers these questions to provide
early childhood specialists in state departments of education and other stakeholders with information to inform po
early childhood specialists in state departments of education and other stakeholders with information to inform policy.
Poverty has a particularly adverse effect
on the academic
outcomes of children, especially during
early childhood.
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 pract
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 p
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 pract
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 pract
early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising p
childhood (ECE) workforce education and credentials as well as
on the current status of ECE wages, recruitment and retention challenges, and promising practices.
This review examines findings from research
on four targets of
early childhood professional development: 1) strengthening human and / or social capital; 2) strengthening practices at institutions or organizations providing professional development; 3) strengthening
early educator practices related to specific child
outcomes; and, 4) strengthening overall quality in classroom or group settings.
Long - term effects of
early childhood programs
on cognitive and school
outcomes.
Impact of North Carolina's
Early Childhood Programs and Policies
on Educational
Outcomes in Elementary School.
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 (E
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 (E
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 (E
early 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 (E
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 (E
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 (E
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 (E
early learning opportunities and challenges under the Every Student Succeeds Act (ESSA).
Impact of North Carolina's
Early Childhood Programs and Policies on Educational Outcomes in Elementary School presents findings from an evaluation of North Carolina's Smart Start and More at Four early childhood prog
Early Childhood Programs and Policies on Educational Outcomes in Elementary School presents findings from an evaluation of North Carolina's Smart Start and More at Four early childhood
Childhood Programs and Policies
on Educational
Outcomes in Elementary School presents findings from an evaluation of North Carolina's Smart Start and More at Four
early childhood prog
early childhood childhood programs.
The creation of career pathways is focused
on the strategic goals of NDE: The Nevada Department of Education makes investments in building the capacity of current and future school leaders while supporting and assisting school districts, charter schools and
early childhood programs to improve
outcomes for all students throughout Nevada.
One collaboration that ensures positive
outcomes for youth is through BBF's
Early Childhood Services, a comprehensive, integrated system of early care and education that's grounded in research, builds on existing community resources, and is culturally responsive and linked to public po
Early Childhood Services, a comprehensive, integrated system of
early care and education that's grounded in research, builds on existing community resources, and is culturally responsive and linked to public po
early care and education that's grounded in research, builds
on existing community resources, and is culturally responsive and linked to public policy.
Yet research from James Heckman, the Nobel Memorial Prize winner in economics, demonstrates the positive impact of
early childhood development
on health, as well as
on economic and social
outcomes.
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.
Abby turned to education policy while pursuing her Master's in Public Policy at UCLA, with research focusing
on the relationship between
early childhood experiences and later educational
outcomes.
Course Narrative: The START
Early Childhood Training involves intensive training
on evidence - based practice to increase knowledge and skills that enhance the educational programming and
outcomes for young children with Autism Spectrum Disorders (ASD) and related disabilities.
The Center
on Enhancing
Early Learning Outcomes (CEELO) wanted to know how states are incorporating early childhood teachers in their teacher evaluation systems, and additionally, whether requirements for evaluating early childhood teachers are different from teachers of higher gr
Early Learning
Outcomes (CEELO) wanted to know how states are incorporating
early childhood teachers in their teacher evaluation systems, and additionally, whether requirements for evaluating early childhood teachers are different from teachers of higher gr
early childhood teachers in their teacher evaluation systems, and additionally, whether requirements for evaluating
early childhood teachers are different from teachers of higher gr
early childhood teachers are different from teachers of higher grades.
Her current research focuses
on professional development to support effective implementation of practices, embedded instruction for
early learning, social - emotional foundations for
early learning, and measurement of
early childhood outcomes.
Last spring, the Center
on Enhancing
Early Learning
Outcomes (CEELO) released
Early Childhood Teacher Education Policies: Research Review and State Trends.
Progress monitoring can be made simple and straightforward and have a big impact
on improving
outcomes for the children in your
early childhood program.
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
In Australia there are robust administrative data linkage methodologies, some longstanding and well established, that are currently being assessed for their potential to use AEDI data to prospectively estimate the human development benefits of
early childhood opportunities, environments and services
on later life course
outcomes.
Long term effects of
early childhood programs
on social
outcomes and delinquency.
Jeanne Brooks - Gunn and Lisa B. Markman, The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness, Future of Children, 15 (2005) pp. 139 — 68; Hirokazu Yoshikawa, Long - Term Effects of
Early Childhood Programs
on Social
Outcomes and Delinquency, Future of Children, 5 (1995) pp. 51 — 75.
Attachment theory centers
on the assertion that a child, especially during infancy and
early childhood (roughly 3 - 30 months of age) should have a «warm, intimate, and continuous relationship with his mother» to help prevent negative mental health
outcomes as an adult (Bowlby, 1951: p. 361).
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.
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.