Category: Early Childhood Research
Evidence for the efficacy and reliability to measure family outcomes from efforts by states, under the Individuals with Disabilities Act, to ensure that families of children with disabilities are receiving the required attention to participate in their child’s education.
One in three children are not prepared for kindergarten nationwide. This study identifies ways parents can better support their child’s early learning.
Discussion of possible factors affecting science achievement gaps, despite such limited studies since 1992. Many factors identified seem modifiable and recommendations to close science achievement gaps include legislative changes.
A longitudinal study looking at the three key elements of school readiness: academic preparedness, ability to pay attention and socioemotional skills. Early math skills proved the strongest predictor of all three.
Short reflections from the field in favor of prioritizing creativity as central activities for learning.
This paper is intended to stimulate work that can result in “next generation family engagement” that involves aligned, strategic and systemic approaches to family and community engagement from a child’s birth to young adulthood.
Children need adults to provide them with meaningful STEM learning experiences early in life in order to facilitate their natural inclinations for STEM. In particular, parental involvement at home correlates directly with children’s development of literacy and math knowledge.
Girls and youth of color must have roles as creators of technology, and not just its consumers. In order for this to happen, all stakeholders, including out-of-school leaders, must be engaged.
Family engagement efforts will be successful when the reliance on issue-focused campaigns shifts to utilizing design thinking and elevating family and community engagement.