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The High/Scope Preschool Curriculum Comparison Study Through Age 23
Abstract
This study assesses the relative effects through age 23 on young participants born in poverty of the High/Scope, Direct Instruction, and traditional Nursery School preschool curriculum models. At ages 3 and 4, 68 children were randomly assigned to the models, which were implemented independently and to high standards, in 2-hour classes 5 days a week and biweekly 1-hour home visits. For a decade, virtually no curriculum group differences in intellectual and academic performance were found. In many areas, no statistically significant differences were found at age 15 or at age 23; however, a pattern of group differences in community behavior did emerge at age 15 and became more pronounced at age 23. At age 15 the Direct Instruction group reported committing 2 times as many acts of misconduct as the High/Scope group. At age 23, compared to the other curriculum groups, the Direct Instruction group had three times as many felony arrests per person, especially those involving property crimes; 47% of the Direct Instruction group was treated for emotional impairment or disturbance during their schooling, as compared to only 6% of either of the other curriculum groups. These results are attributed to the emphasis on planning, social reasoning, and other social objectives in the High/Scope curriculum and the Nursery School curriculum, but not in the Direct Instruction curriculum. The results of this study do not consistently distinguish between the long-term effectiveness of the High/Scope and traditional Nursery School currculums, but the High/Scope curriculum model is more readily replicated because of its more precise definition. These findings argue against using Direct Instruction in preschool programs and for using a well-defined curriculum model based on child-initiated learning activities.
... 38-68 Ten interventions fell within education, 20-27,38-40 3 within housing, 28,29,41,42 7 within healthcare, 30-34,43-47 8 within employment, 37,48-54 and 15 within social support. 35,36,[55][56][57][58][59][60][61][62][63][64][65][66][67][68] Twenty-eight were designed as randomized control trials (RCTs), 20,[23][24][25][26][27][28][29][30][31][32][33][34]36,37,42,43,46,48,50,53,54,56,57,[60][61][62][63][64][66][67][68] and 15 employed quasi-experimental design, 21,22,35,[38][39][40][41]44,45,47,49,51,52,55,58,59,65 predominantly using propensity-score matching. Table 1 describes characteristics of the included studies. ...
... By definition, all primary prevention interventions took place in the community; most secondary prevention interventions were communitybased (N=17) [41][42][43][44][45][46][47][48]50,53,54,[59][60][61][62][63][64]68 or served as a bridge between incarceration and return to the community (N=8). 49,51,55,57,58,[65][66][67] Most studies focused on individual-level interventions (N=29), 25,34-68 while far fewer focused on family-level interventions (N=6), [20][21][22][23][24][28][29][30][31][32][33]69,70 or policy interventions (N=7), [26][27][28][29]41,44,45,54,65 and one only evaluated changes in the law. 59 To efficiently synthesize the results of our findings, we describe three types of primary interventions and three categories of secondary prevention with greatest supporting evidence. ...
... We identified four intensive early education interventions for children. [20][21][22][23][24][25] The High/Scope Perry Preschool RCT evaluated an "active learning" preschool program plus a 1.5-hour weekly home visit for children between the ages of 3-4 years in Ypsilanti, Michigan. Follow-up studies have documented lower rates of five or more arrests among participants in the treatment arm after two decades of follow up compared to those randomized to standard preschool (7% versus 35%). ...
There is growing support to reverse mass incarceration in the United States, especially in the wake of the COVID-19 pandemic. Little is known about what types and scale of community investments are most effective to support mass decarceration. Using a public health prevention framework, we conducted a scoping review to examine community-based programs that reduced criminal legal involvement. We searched PubMed, Embase and three EBSCO databases from 1990 through September 2019 for all experimental or quasi-experimental studies testing interventions pertaining to education, housing, healthcare, employment, or social support services and how they affected an individual's criminal legal outcomes. Our review identified 53 studies that demonstrated the efficacy of early childhood educational interventions and nurse-family partnership programs, post-secondary education for incarcerated students, navigation programs linking incarcerated people to community resources, and peer support upon release to reduce criminal legal system exposure. In concert with legislative action to end mass incarceration, additional research is needed to test interventions designed to achieve mass decarceration which cross multiple domains, interrogate community-level impacts and ascertain long-term outcomes.
... Teacher-directed approaches are associated with larger shortterm academic gains (Chien et al., 2010;Goble and Pianta, 2017;Goldbeck, 2001). However, the gains from early teacher-directed approaches fade out in the primary grades, whereas the effects of high child-initiated activities remain into adolescence and young adulthood (Karnes et al., 1983;Schweinhart and Weikart, 1997;Schweinhart et al., 1986). For instance, in a predominately Black, low-income sample, children regularly exposed to teacher-directed instruction had greater felony arrests, property crimes, and misconduct at age 23 than those regularly to child-initiated instruction (Schweinhart and Weikart, 1997). ...
... However, the gains from early teacher-directed approaches fade out in the primary grades, whereas the effects of high child-initiated activities remain into adolescence and young adulthood (Karnes et al., 1983;Schweinhart and Weikart, 1997;Schweinhart et al., 1986). For instance, in a predominately Black, low-income sample, children regularly exposed to teacher-directed instruction had greater felony arrests, property crimes, and misconduct at age 23 than those regularly to child-initiated instruction (Schweinhart and Weikart, 1997). Self-determination theory postulates the longevity of effects associated with child-initiated activities is likely due to the opportunity to foster autonomy, engage in enjoyable educational activities, and develop intrinsic motivation to learn (Ryan and Deci, 2000). ...
... Additionally, those in classrooms with lower frequency of child-initiated and higher frequency of teacher-directed activities were less likely to be convicted by age 35, than those in classrooms with no distinct teaching philosophy (LT + LC). These findings are consistent with prior work, suggesting child-initiated activities play a unique role in promoting well-being in adulthood (Hayakawa and Reynolds, 2014;Schweinhart and Weikart, 1997;Graue et al., 2004). ...
In this study we sought to explore the association between preschool instructional approach and health and well-being at age 35 for a large sample of low-income children. Participants included 989 low-income, minority children who attended Child-Parent Center preschools as part of the Chicago Longitudinal Study from 1983 to 1985. Preschool curriculum was obtained from teacher reports and validated by program evaluators. These data were categorized by raters as: high teacher-directed and child-initiated; low teacher-directed and child-initiated; low teacher-directed and high child-initiated; or high teacher-directed and low child-initiated. Data on adult outcomes were obtained through surveys and administrative records. Those in preschool classrooms with high teacher-directed and child-initiated instruction had increased odds of having a livable wage (Odds Ratio(OR) = 2.02, p = 0.001), and decreased odds of felony arrest (OR = 0.39; p < 0.001), jail or incarceration (OR = 0.35, p = 0.001), and conviction (OR = 0.52, p = 0.002) at age 35 than those in low teacher-directed and child-initiated classrooms. Participants experiencing low teacher-directed and high child-initiated instruction had increased odds of having a livable wage (OR = 2.01, p = 0.002) and decreased odds of felony arrest (OR = 0.46; p < 0.001), jail or incarceration (OR = 0.53; p = 0.023), and conviction (OR = 0.57, p = 0.01) at age 35. Findings were consistent across many model specifications and adjustments for potential attrition bias. Child-initiated instruction in preschool is a robust predictor of adulthood well-being. Early education prevention efforts to establish a blend of child-initiated and teacher-directed teaching philosophies affords the opportunity for long-term impacts on economic and criminal outcomes in adulthood.
... Several early childhood education interventions have been shown to have a positive impact on child development and lifelong success (e.g., Weikart, Bond, and McNeil 1978;McKey et al. 1985;Campbell et al. 2002;Schweinhart et al. 2005;Heckman and Masterov 2007;García et al. 2016). One of the most influential projects is the Perry Preschool Project, which is highly cost effective and therefore has a wide-ranging and long-lasting impact on early childhood education (e.g., Schweinhart and Weikart 1997;Heckman et al. 2010). Evidence from the project has changed the landscape of education policy around the world. ...
... These findings complement the findings of the Perry Preschool Project (Schweinhart and Weikart 1997;Heckman et al. 2010), but in the context of a developing country. In other words, this paper has provided evidence that the success of the HighScope Perry Preschool project can be replicated in a developing country with a relatively large effect size of approximately 0.4 standard deviations. ...
... However, other scholars suggest that a strong academic focus may not be developmentally appropriate (Hirsh-Pasek et al., 2009). Studies found that children in child-centered classrooms had significantly higher development outcomes in language and cognitive skills (Huffman & Speer, 2000;Montie et al., 2006) and fewer emotional problems (Schweinhart & Weikart, 1997) than children in didactic programs. In the context of LMICs, a teacher training intervention in Ghana that focused on play-and activity-based teaching practices demonstrated positive effects on academic and socioemotional outcomes compared to a control group that employed traditional, teacher-directed teaching practices (Wolf et al., 2019). ...
Research Findings: Despite the prevalence of integrating early childhood education (ECE) into formal schooling, there is limited evidence on how school-based ECE affects children compared to other types of ECE, particularly in Low and Middle-Income Countries (LMICs). Therefore, this study examined school-based ECE programs compared with independent ECE programs in an urban region in Nepal. The study employed weighting estimation approaches, using unique cross-sectional data of 652 children (483 children from 138 school-based programs and 169 children from 50 independent programs) aged four years from the Lalitpur municipality. The study found that, relative to independent programs, school-based programs are negatively associated with children’s development, particularly in the cognitive and socio-emotional domains. The mean differences in these outcomes remained statistically significant with medium effect sizes (d = 0.31–0.43) even after accounting for available confounders. The results also suggest that lower levels of classroom structural quality, such as teacher’s education, class size, and learning resources, may partially account for the lower developmental outcomes of school-based programs compared to independent programs. Practice or Policy: The findings highlight the need for stakeholders to focus on improving the quality of school-based ECE programs to address inequity in the current ECE system in Nepal.
... Well-known intervention studies with cost-benefit analyses such as the Chicago child-parent centres (Reynolds, 1997), the High Scope Perry Preschool Program (Schweinhart and Weikart, 1997) and the Carolina Abecedarian Project (Campbell et al, 2002) stress the long-term effects of preschool programmes on children's cognitive and social development, especially for those living in poverty or at risk of it. 2 For more details on ECE curricular approaches and schoolification, see Bernstein, 1996;OECD, 2006;Bertrand, 2007;Moore, 2008;McLachlan et al, 2010;Potsi, 2014;Potsi et al, 2016. ...
... Some preschool centers used a structured early education and development curriculum, such as the Creative Curriculum (Dodge et al., 2002;U.S. Department of Education, 2013) or High/Scope (Schweinhart & Weikart, 1997). Other classrooms did not have a structured curriculum and designed activities for children based on guides for improving knowledge and ability across domains (e.g., socioemotional development, approaches to learning, and early academics). ...
Purpose
Early literacy skills are key indicators of future reading development for young dual language learners (DLLs). Additionally, emerging evidence indicates that young children's executive function (EF) skills are uniquely associated with elementary school reading outcomes (Ribner et al., 2017). Therefore, the purpose of this pilot study was to evaluate the potential for embedding strategies to support EF development within evidence-based early language and literacy instruction for young DLLs.
Method
Sixty-nine preschool DLLs were randomly assigned to one of three treatment groups: a business-as-usual control group (BAU), a group that received early literacy instruction only (EL group), and a group that received early literacy instruction with embedded EF strategies (EL + EF group). The intervention focused on improving children's early literacy skills, including letter–name knowledge, phonological awareness, and oral language. Children completed assessments of early literacy and EF immediately before and after the intervention.
Results
The EL and EL + EF groups significantly outperformed the BAU control group for two early literacy outcomes, and effects of evidence-based early literacy instruction were strongest for children with poor EF skills. Results indicated that there were no significant differences between the EL + EF and EL groups.
Conclusions
This pilot study indicated that there was no significant benefit to adding supports for EF skills within evidence-based early literacy instruction. Additional research is needed with larger samples to replicate observed effects.
Supplemental Material
https://doi.org/10.23641/asha.21834465
... Preschool experiments for high-risk children are good examples of successful preventive interventions in early childhood (see Piquero et al., 2009;Webster-Stratton & Reid, 2018). The Perry Preschool experiment was the first to show that highquality preschool for high-risk children can have very long-term positive impacts on success at school (Schweinhart & Weikart, 1997), but also long-term impacts on delinquent behavior during adolescence, adulthood earnings, and their children's eventual earnings (Heckman & Karapakula, 2019). As mentioned above, our elementary school preventive experiment with aggressive kindergarten boys from poor neighborhoods, which included parent training and boys' social skills training, also had very long-term positive impacts on school achievement, substance abuse, criminal behavior, and income during adulthood (Algan et al., 2022;Boisjoli et al., 2007;Castellanos-Ryan et al., 2013). ...
This paper is a summary of the research I did on the development, prevention and treatment of antisocial behavior over the past half century. It is also a reflection on the intellectual and cultural influences that guided my research, from the classic philosophers to my 21st century peers…including David Farrington.
... This concept has been interpreted by some as indicating that skill-specific curricula are more effective than "global, whole child" curricula (62,72). However, whether these specific gains come at the cost of losses in skills not included is unclear (102). Another meta-analysis found intentional teaching one-on-one and in small groups to be associated with larger effects on learning (14). ...
Many low-income and minority children in the United States and globally are at risk of poor educational trajectories and, consequently, diminished life courses, because their households and neighborhoods lack resources to adequately support learning and development prior to formal schooling. This review summarizes evidence on center-based early childhood education (ECE) for three- and four-year-olds as a means of assuring school readiness in cognitive and socioemotional skills. While the details of ECE programs merit further research, it is clear that ECE can benefit children, especially those most disadvantaged, with additional societal benefits and positive long-run economic returns. Universal ECE is not a cure-all, and its success requires ongoing alignment with subsequent education and attention to child household and community conditions. Because resource deprivation is concentrated in low-income and minority communities, publicly funded universal ECE can also be a powerful instrument for the promotion of social equity.
Expected final online publication date for the Annual Review of Public Health, Volume 44 is April 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
... The preschool curriculum in Japan is comparable with the HighScope curriculum, as both are based on a child-centered rather than teacher-centered approach. Schweinhart and Weikart (1997) find that programs based on a child-centered approach lead to fewer crimes at age 23 than a program based on a teacher-centered approach in their randomized study in Ypsilanti, Michigan, US. A child-centered approach is generally expected to foster non-cognitive skills rather than academic skills. ...
The evidence for the effects of early childhood education on risky behavior in adolescence is limited. This paper studies the consequences of an expansion of a universal preschool program in Japan. Exploiting regional differences in the program expansion, we estimate the policy effects using an event study model. Our estimates indicate that the preschool expansion significantly reduced juvenile violent arrests and the rate of teenage pregnancy, but did not increase the high school enrollment rate. We suspect that improved non-cognitive skills can account for the reduction of risky behavior in adolescence.
... The basic knowledge, skills and habits to be acquired through the experiences to be provided to the child at an early age, the child's future education level, life success (such as high-income work and education, low crime rate, cognitive, language, socio-emotional and psycho-motor developments, early academic skills. and affects school readiness levels [1,2,4,5,9,12]. For this reason, quality and quantity should be improved together in order to obtain the expected benefits in pre-school education. When the literature is examined, it is seen that the "quality", in other words, the «quality» framework and indicators of preschool education are defined differently by different stakeholders such as families, supervisors, and administrators who want to measure quality. ...
Institutions enter into a fierce struggle in order to prove themselves and to be popular among the public. In order to be more successful in this competition, it needs to raise the quality level of its institution to the highest level. This study aims to measure the quality of education of 37-66 months old children attending pre-school education institutions in Aksaray province. 73 personnel participated in the research. In this study, the Early Childhood Classroom Surveillance scale was used. During the analysis of the questionnaires, significant differences were observed in the physical environment and health safety items in independent kindergartens and primary school kindergartens in Gülağaç district, and Aksaray province.
... Based on these studies, from early childhood to 23 years of age, they found that those who study with the HighScope programs have fewer social-emotional behavior problems, such as being arrested for stealing, hurting others, emotional disability, and failure in life. Therefore, this program is proven to help prevent criminals from enhancing educational success and lifelong productivity (Schweinhart & Weikart, 1997;Wilson, 2000). In an HighScope setting, the children learn through a three-phase cycle: plan, do, and review (French, 2012;Izadpanah & Gunce, 2014). ...
Cooperative behaviors are very important for human lives, works and society in 21 st century. It has been recognized by educators around the world that is a one of the most crucial factors for successful in complex problem solving and sustainable peaceful lives. This research was conducted in the context of Thai early childhood classroom. The objectives were to 1) compare the early childhood students' scores of cooperative behaviors before and after the implementation of HighScope approach and to 2) analyze the early childhood students' cooperative behaviors through the HighScope approach. Mixed research methodology was employed in this study. The pretest-posttest control group design was conducted mixing by the analytic description method. The experimental group consisted of 42 students from 84 students by cluster random sampling and the control group consisted of 42 students. They were studied in kindergarten during the first semester of the 2019 academic year at the Khon Kaen University Demonstration School. The research instruments consisted of lesson plans, cooperative behavior evaluation form, field notes, and a photo camera. Data were collected by 3 raters blind evaluating the students' cooperative behavior, and 3 researchers taking field notes and photos. The data were analyzed by statistics (mean, S.D., t-test), and framework of Holz (2013). The results revealed that the experimental group students' post-cooperative behavior score (mean = 3.71, S.D. = 0.06) higher than the pre-cooperative behavior score (mean = 3.45, S.D. = 0.06) with the statistical significance at the level of .01 and t-value of 5.46. Moreover, they demonstrated cooperative behaviors: social skills, expression of ideas, choice and decision making, feeling perception and conflict resolution, which are basis to form cooperative habit of mind. Teachers and educators could use HighScope approach to design instructional activities that promote students' cooperative learning meaningfully .
... Education outcomes tend to be more directly affected by cognitive advantage, family support, and motivation, whereas social behavior and mental health are affected by socioemotional adjustment and school quality. [58][59][60][61] Implemented in the Chicago Parent 3 to 8-year intervention, the model significantly increased academic achievement, reduced grade repetitions, decreased dropping out of high school, and reduced school-to-prison trajectories. 59 Life Course Interventions to Improve the Health Development Trajectories of Premature Infants ...
Advances in obstetrics and neonatal medicine have resulted in improved survival rates for preterm infants. Remarkably, >75% extremely (<28 weeks) preterm infants who leave the NICU do not experience major neurodevelopmental disabilities, although >50% experience more minor challenges in communication, perception, cognition, attention, regulatory, and executive function that can adversely impact educational and social function resulting in physical, behavioral, and social health issues in adulthood. Even late premature (32–36 weeks) infants have more neurodevelopmental challenges than term infants. Although early intervention and educational programs can mitigate risks of prematurity for children’s developmental trajectories, restrictive eligibility requirement and limitations on frequency and intensity mean that many premature infants must “fail first” to trigger services. Social challenges, including lack of family resources, unsafe neighborhoods, structural racism, and parental substance use, may compound biological vulnerabilities, yet existing services are ill-equipped to respond. An intervention system for premature infants designed according to Life Course Health Development principles would instead focus on health optimization from the start; support emerging developmental capabilities such as self-regulation and formation of reciprocal secure early relationships; be tailored to each child’s unique neurodevelopmental profile and social circumstances; and be vertically, horizontally, and longitudinally integrated across levels (individual, family, community), domains (health, education), and time. Recognizing the increased demands placed on parents, it would include parental mental health supports and provision of trauma-informed care. This developmental scaffolding would incorporate parenting, health, and developmental interventions, with the aim of improved health trajectories across the whole of the life course.
... Well-known intervention studies with cost-benefit analyses such as the Chicago child-parent centres (Reynolds, 1997), the High Scope Perry Preschool Program (Schweinhart and Weikart, 1997) and the Carolina Abecedarian Project (Campbell et al, 2002) stress the long-term effects of preschool programmes on children's cognitive and social development, especially for those living in poverty or at risk of it. 2 For more details on ECE curricular approaches and schoolification, see Bernstein, 1996;OECD, 2006;Bertrand, 2007;Moore, 2008;McLachlan et al, 2010;Potsi, 2014;Potsi et al, 2016. ...
Introduction
This chapter endeavours to explore the potential of a capabilitypromoting policy in early childhood education (ECE). More specifically, reference to Martha Nussbaum's list of basic human capabilities, developed as a relatively definite standard of minimal justice, and an adequate frame for capability-promoting policy in Early Childhood Education (ECE) and especially in the curriculum development will be considered (Richardson, 2015). These central capabilities, defined as the minimum human entitlement, are deeply rooted in the normative principles that govern ECE, and provide a general framework for policymaking and policy evaluation.
The significance of ECE is generally accepted and many countries are exploring the educational needs of the young with a special focus on those who are economically and socially disadvantaged (OECD, 2006). ECE offers a chance for the establishment and support of the kind of habitus that supports the long-term means of fulfilling one's potential. Indeed, ECE can improve children's long-term life chances and their long- and medium-term outcomes (see, for example, Wright et al, 2000; Magnuson et al, 2004; Duncan et al, 2012). Thus, another aspect is that educational systems can also reproduce social inequalities. As Wiborg and Hansen show (2009), even in relatively wealthy and welfare-rich countries such as Norway, growing up in a poor household means you are more likely to be poor as an adult. This type of economic disadvantage is persistent and difficult to address. Added to this, confounding factors come into play such as the association between being a migrant child, living in a poor neighbourhood and being unlikely to attend an ECE institution, and a lower likelihood that a high-quality ECE institution will be available in the local community. Furthermore, factors that contribute to disadvantage tend to compound and cluster (Bask, 2011), resulting in cumulative disadvantage over time.
Universal access to ECE for all children is advocated as a way to reconcile work and family life and to promote the socioeconomic integration of vulnerable groups in society. The United Nations International Children's Emergency Fund (UNICEF) concludes that this increasing government interest in early childhood services occurs because they offer an apparent opportunity to break into the cycle by which disadvantage tends to reproduce itself, and because no nation today can afford to ignore opportunities for maximising investments in education in a competitive economic environment increasingly based on knowledge, flexibility, and lifelong learning skills (Dahlberg and Moss, 2005).
... Children's preschool experiences can have long-lasting developmental impacts ( Heckman & Raut, 2016 ;Schweinhart & Weikart, 1997 ). Children attending preschools that provide exposure to high quality language exhibit long-term gains in language development ( Justice, Mashburn, Hamre, & Pianta, 2008 ) and later literacy abilities ( Dickinson, 2011 ). ...
Children with hearing loss often attend inclusive preschool classrooms aimed at improving their spoken language skills. Although preschool classrooms are fertile environments for vocal interaction with peers, little is known about the dyadic processes that influence children's speech to one another and foster their language abilities and how these processes may vary in children with hearing loss. We used new objective measurement approaches to identify and quantify children's vocalizations during social contact, as determined by children's proximity and mutual orientation. The contributions of peer vocalizations to children's future vocalizations and language abilities were examined in oral language inclusion classrooms containing children with hearing loss who use hearing aids or cochlear implants and their typically hearing peers. Across over 600 hours of recorded vocal interactions of 29 2.5–3.5 year olds (16 girls) in 3 cohorts of children in a classroom, we found that vocalizations from each peer on a given observation predicted a child's vocalizations to that same peer on the subsequent observation. Children who produced more vocalizations to their peers had higher receptive and expressive language abilities, as measured by a standardized end-of-year language assessment. In fact, vocalizations from peers had an indirect association with end-of-year language abilities as mediated by children's vocalizations to peers. These findings did not vary as a function of hearing status. Overall, then, the results demonstrate the importance of dyadic peer vocal interactions for children's language use and abilities.
... Classrooms were located in urban and suburban communities and were either federal-(e.g., Head Start) or state-funded early childhood programs. The teachers used a wide range of curricula, such as the High Scope Early Childhood Curriculum (Schweinhart & Weikart, 1997). Some classrooms also implemented targeted social, emotional, and behavioral learning curricula. ...
Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment integrity measure for early childhood settings (TIMECS), an observational measure designed to address existing measurement gaps related to treatment integrity with tier 2 interventions in the early childhood field. To assess the preliminary score reliability (interrater) and validity (construct, discriminant) of the TIMECS, live observations (N = 650) in early childhood classrooms from 54 teachers (92.6% female, 7.4% male; 61.1% White) and 91 children (M age = 4.53 years, SD = .44; 45.1% female, 54.9% male; 45.1% Black) at risk for EBDs were scored by 12 coders using the TIMECS and an observational measure designed to assess teacher–child interactions. Teachers also self-reported on the quality of the teacher–child relationship. Interrater reliability (intraclass correlation coefficients, ICC [2,2]) for the quantity (i.e., adherence) item scores had a mean of .81 (SD = .07; range from .68 to .95), and the quality (i.e., competence) item scores had a mean of .69 (SD = .08; range from .52 to .80). Scores on the TIMECS Quantity and Quality items and scales showed evidence of construct validity, with the magnitude of the correlations suggesting that the quantity and quality items assess distinct components of treatment integrity. A TIMECS quantity scale also showed promise for intervention evaluation research by discriminating between teachers who had and had not been trained in a specific evidence-based intervention targeting social and behavioral skills in early childhood. The findings support the potential of the TIMECS to assess treatment integrity of teacher-delivered practices designed to address child social and behavioral outcomes of children at risk for EBDs in early childhood settings.
... Par contre, dès l'âge de 15 ans, les enfants ayant participé au modèle High/Scope démontrent une plus grande responsabilité sociale. Ces effets psychosociaux se développent encore plus vers l'âge de 23 ans (Weikart, Epstein, Schweinhart, & Bond, 1978;Schweinhart & Weikart, 1997). Par conséquent, les petits effets rapportés par Hertzman et Weins (1996) pourraient s'amplifier avec le temps, même si au départ aucun effet n'a été observé ou que l'effet s'est atténué en cours de route. ...
Dans cet article, nous présentons certains résultats d’un programme de recherche longitudinale qui a débuté à la prématernelle. Dans la première section, nous discutons le volet longitudinal d’un programme inspiré de Head Start et implanté à la prématernelle auprès d’enfants résidant en milieu urbain. Nous examinons son influence sur la compétence linguistique d’enfants appartenant aux minorités ethniques. À la fin de la prématernelle, ces enfants présentent une plus grande amélioration de leur compétence linguistique que leurs pairs francophones. Malgré le maintien, à la fin de la maternelle, d’une différence intergroupe favorisant les enfants francophones, nous assistons à long terme à une poursuite de l’amélioration de la compétence linguistique des enfants des minorités ethniques telle qu’aucune différence n’est plus perceptible à la fin de la première année du primaire entre les deux groupes. Cette amélioration est en partie due aux efforts déployés par les parents et les enseignants de la prématernelle pour aider ces enfants à surmonter les défis de l’école. Dans la seconde section, nous discutons le volet expérimental du programme. L’impact positif d’un programme en pré-arithmétique implanté en prématernelle sur la connaissance des précurseurs en mathématiques et les résultats d’un programme d’enrichissement implanté à la maternelle sont alors exposés. Des programmes de prévention devraient être élaborés au préscolaire afin de parer les effets d’un statut socioéconomique faible (Case, Griffin & Kelly, 2001; Huston, 1994; McLoyd, 1998) et de briser le cycle de la transmission intergénérationnelle de la pauvreté (Rodgers, 1995). Montréal, l’une des villes les plus pauvres du Canada (Canadian Council on Social Development, 2000), représente un contexte urbain idéal pour la réalisation de ces efforts. Le but de cet article est de communiquer certaines conclusions d’un programme de recherche longitudinale implanté auprès d’enfants vivant dans les milieux défavorisés de Montréal.
... The most common alternative educational approaches are Waldorf, Montessori, High Scope, Bank Street, Reggio Emilia and Head Start. Each of these approaches adopts philosophical understanding that puts the child at the center and provides independence for children within certain limits (Dündar, 2007;Kaya ve Gündüz, 2015;Kotaman, 2009;Park ve Lit, 2015;Schweinhart ve Weikart, 1997). One of these, the Waldorf Approach was put forward by Rudolf Steiner, an Austrian scientist in Germany in 1919(de Souza, 2012Koca ve Ünal, 2018;Patterson ve Bradley, 2011;Shank, 2016). ...
The aim of this study is to determine the opinions of parents whose children attend a Waldorf kindergarten in Lithuania, and enquire the teachers who work in this school about Waldorf kindergartens. The study group chosen for this research consists of five parents whose children are enrolled in a Waldorf kindergarten in Lithuania, all of whom speak English, and two educators who also speak English and work in this school. Research data was collected using a semi-structured interview form. The data obtained from the research was analyzed qualitatively, using content analysis from interviews with the kindergarten faculty and parents. In the results of the study, we found that most parents stated that they preferred this school due to the time spent in the open area, the quality of Waldorf education, and the use of natural materials in the school. In addition, the parents stated that the Waldorf Kindergarten was different from other kindergartens because of its mixed age groups, nature-based education, flexibility, and family involvement in activities. Parents stated that the aims of a Waldorf Kindergarten is to prepare the child for primary school, ensuring that children learn through play, supporting their development and gaining awareness of values. Teachers also portrayed the Waldorf Kindergarten in a positive light, stating that its aims are to support the creativity of the children, encourage the socialization of the children, and ensuring that the children know themselves. Regarding the difference of Waldorf kindergartens from other kindergartens, teachers further expressed that children have a much longer time in nature than the former, and its adoption of nature-based education philosophy is good for the children's overall development.
... The concept of problem/project based learning (PBL) was probably initiated from McMaster University although the idea was applied in nursery schools, medical sectors, and other areas earlier (Schweinhart & Weikart, 1997;Van der Vleuten et al., 1991;. The acronym PBL was later extended to "Project Based Learning" in engineering discipline (De Graaff & Bouhuijs, 1993;De Graaff et al., 2006). ...
This book comprises the contribution presented at the PBL2021 International Conference (PBL2021), which will be held online at Aalborg University from August 17-19, co-hosted by the PAN-PBL Association of PBL and Active Learning. Under the title Transforming PBL Through Hybrid Learning Models over 100 contributions are sharing insights and experiences from both the Corona-period and from PBL and active learning research and practices in general.
... The High Scope Perry Preschool Study é um dos estudos pioneiros no âmbito da avaliação dos efeitos dos programas de enriquecimento intelectual pré-escolar. Esta investigação, que engloba duas grandes componentes -interventiva e avaliativateve início na década de 60, período no qual emergem os primeiros estudos sobre a importância da idade pré-escolar e da educação parental para o desenvolvimento dos comportamentos futuros das crianças (Schweinhart & Weikart, 1997;Schweinhart, 2000;Schweinhart, 2007) Para a implementação do programa e respetiva avaliação, foram selecionadas, e aleatoriamente alocadas às condições experimental (programa e educação pré-escolar, n = 58) e controlo (sem qualquer programa, n = 65), 123 crianças afro-americanas, oriundas de contextos socioeconomicamente mais desfavorecidos e que apresentavam grande risco de insucesso escolar. As crianças do grupo experimental participaram no programa entre os 3 e os 4 anos de idade. ...
... Kuramı temel alınarak oluşturulmuş, yapılandırmacı uygulamalardan yararlanılarak çocuğun var olan bilgiyi kendisinin işleyerek yapılandırmasını temel almıştır (Soydan, 2013 High Scope eğitim modeli içerisinde çocuğun fiziksel ve toplumsal çevresi ile girdiği iletişim sonucunda oluşan ilişkiler sırasında uygulayacakları etkinlikleri seçmek, etkinlikleri planlamak, planladıklarını etkinlikleri başlatmak, başlattıkları etkinlikleri aktif şekilde katılım sağlayarak uygulamak ve çalışmaları bittikten sonra değerlendirmek konusunda cesaretlendirilmesi yer almaktadır (Kotaman, 2009). Bu doğrultuda High Scope eğitim modelinin önem verdiği becerilerden biri olan çocuğun girişimci davranarak planlama yapma becerisinin de geliştirilmesi için imkanlar sağlanmış olur (Samuelsson, Sheridan & Williams, 2006;Schweinhart & Weikart, 1997 desteklemek yeterli görülmektedir (Pound, 2017). High/Scope programı eğitimi; sorunlara çözüm yolları üretme, toplumsal ilişkiler, iş birliği, planlama, öz saygı, öz kontrol, öz farkındalık, estetik yargılama, öz eleştiri, empati, saygı duyma, yardımlaşma, dayanışma gibi sosyal becerileri çocuğun en iyi öğrenebileceği zaman dilimi içerisinde ona öğretmek gibi süreçleri içeren insan etkileşimleri sonucunda ortaya çıkan eserler olarak ele almaktadır (Weikart & Hohmann, 1973 ...
... Попутно мы можем отметить также тенденцию проводников авторитарной политики, использовать «научные» исследования -пусть и ошибочные -для обоснования своих предложений [29,33]. ...
In this article I argue that the majority of studies purporting to offer evaluations of educational policies and programmes are seriously misleading; indeed, viewed from a wider perspective, they cannot be considered to constitute good science. As a result, they lead to, or support, policies which have many harmful consequences. These studies, and the policies associated with them, must therefore be considered unethical1. Worse, the failure of the researchers concerned to draw attention to the limitations of their work, or challenge the policies based upon them, must be considered unprofessional and unethical. This does not mean that those studies tell us nothing ... simply that they are not fit for purpose. Conversely, the thoughtways and social practices they recursively cement need to be radically reconsidered.
One further implication of the defects in the studies reviewed is that, as with the “replication crisis”, there are very few conclusions that can be accepted uncritically. This has pervasive implications for many of those offering conventional courses in psychology.
... Some preschool centers used a structured early education and development curriculum, such as the Creative Curriculum (Dodge et al., 2002;U.S. Department of Education, 2013) or High/Scope (Schweinhart & Weikart, 1997). Other classrooms did not have a structured curriculum and designed activities for children based on guides for improving knowledge and ability across domains (e.g., socioemotional development, approaches to learning, and early academics). ...
Prior research indicates that training aspects of executive function (EF; e.g., working memory) does not generalize beyond tasks that are closely aligned with the training (e.g., Melby-Lervåg & Hulme, 2013). However, such evaluations of training EF to improve performance in related areas of cognitive development (e.g., academic skills) have not utilized EF training paradigms in the context of evidence-based academic skills instruction. Therefore, the purpose of this pilot study was to evaluate the potential for embedding EF training within evidence-based early literacy instruction for young, at-risk dual language learners (DLLs). Sixty-nine preschool DLLs were randomly assigned to one of three treatment groups: a business-as-usual control group (BAU), a group that received early literacy instruction only (EL group), and a group that received early literacy instruction with embedded EF training (EL+EF group). The EL+EF group significantly outperformed the BAU control group for two outcomes (vocabulary and syntax skills), and significantly outperformed the EL group on one outcome (syntax). Interaction effects suggested that early literacy instruction, regardless of embedded EF supports, was most effective for children with low pretest EF. In contrast, the added benefits of embedded EF training beyond the effects of early literacy instruction alone were largest for children with high pretest EF. Implications for academic-cognitive hybrid interventions are discussed.
The study was conducted to explore the influence of attending preschool on cognitive and psychosocial competence of children by comparing Primary three school children who attended nursery school and those who did not have exposure to nursery education. The result confirm that nursery education have positive influence on children development. The findings does not support the claim that nursery education gains fades with time.
US cities have recently increased the share of their budgets devoted to policing and decreased the share devoted to social services. However, a growing body of research demonstrates that social services can durably reduce crime, raising the question of whether spending more on police and less on social services reduces crime in the short term only to increase it in the long term. This review addresses this question by first recounting recent trends in municipal budgeting. Then, it summarizes the causal evidence for which local government functions best reduce crime, focusing on policing, education, employment, and housing. Research suggests that education spending efficiently and durably reduces crime with fewer negative externalities than policing but with longer delays. Evidence that housing and employment spending suppresses crime is promising but nascent. Finally, the review recommends turning renewed scholarly attention to government budgets and the root causes of crime trends.
The contribution of high-quality preschool education to well-being and learning is recognised globally. In Ireland, a universal free preschool programme was introduced in 2010 for children aged between 3-year 2 months and 4-year 7 months and extended to two years’ duration in 2018. The programme is now available to all children from the 1st September after the child has turned 2-years and 8 months. While high-quality preschool education benefits all children, it is particularly impactful for children who require targeted prevention and early intervention. Early experiences of the universal preschool system suggested that access remained a challenge for this cohort of children and required a cross-government strategic approach to strengthen policy coherence and secure access for all. Over the past decade, this has led to significant public investment focused on structural and process aspects of provision. This chapter will explore how developments supporting the structural aspects of quality and the resultant impact on process quality, contributing to the creation of high-quality inclusive preschool system. The chapter will conclude by considering how progress can be sustained as we continue on the path to building a preschool system designed to nurture the meaningful inclusion of all children where diversity becomes the norm.
Dieser Beitrag thematisiert das neue Schuleingangsmodell der «Grundstufe» resp. der «Basisstufe». Ausgehend von seiner Präsentation, der Darstellung des aktuellen Forschungsstandes und der laufenden öffentlichen und wissenschaftlichen Diskussion werden theoretische Überlegungen zu bildungspolitischen Relevanzforderungen angestellt, die insbesondere zur «Verschulung» des bisher «bildungsfreien» Vorschulraums vorliegen und aufgrund fehlender bildungstheoretischer Grundlagen unterschiedliche Vorstellungen über Ziele und Inhalte geradezu provozieren. Hinsichtlich der Umsetzung des Modells müssen deshalb Realisierungsprobleme erwartet werden, die sich unter anderem im früher als bisher erlaubten Kompetenzerwerb in Lesen und Mathematik artikulieren.
De acordo com a carta de Ottawa (WHO, 1986), a Promoção da Saúde é [...] o nome dado ao processo de capacitação da comu-nidade para atuar na melhoria de sua qualidade de vida e saúde, incluindo uma maior participação no controle deste processo. Para atingir um estado de completo bem-estar físico, mental e social os indivíduos e grupos devem saber identificar aspirações, satisfazer necessidades e modificar favoravelmente o meio ambiente (grifo nosso). A saúde mental compartilha dos mesmos determinantes da saúde em geral, como níveis de renda, escolaridade, segurança física e alimentar, acesso a serviços de saúde e às redes de apoio social. Portanto, são necessárias ações políticas mais amplas para modificar e favorecer o meio ambiente onde as pessoas vivem, a fim de promover sua saúde física e mental. Discutir promoção da saúde mental num país como o Brasil, onde 30% dos adultos apresentam sintomas de trans-tornos mentais comuns (Nunes e Onocko-Campos, 2014), parece ser tarefa bastante oportuna para o momento atual. A mobilização social gerada pela Luta Antimanicomial como reação às condições indignas e desumanas da assistência em saúde mental no passado recente do Brasil, colocou o país numa posição central na luta pelos direitos humanos das pessoas com transtornos mentais. A atual Política Nacional de Saúde Mental, produto dessa luta e conquista legítima da sociedade brasileira, tem centrado seus esforços atuais nas várias dimensões da re-forma psiquiátrica: política, clínica, sociocultural, jurídica, assistencial, bem como na formação de recursos humanos, as quais se traduzem na construção e organização dos serviços e da rede assistencial; na capacitação profissional e manutenção de um programa permanente de formação de recursos humanos para reforma psiquiátrica e na pró-pria consolidação dos ideais da reforma (Bezerra-Filho, 2007). Tais assuntos têm norteado as prioridades da atual Política Nacional de Saúde Mental, como não poderia deixar de ser. Contudo, certas questões, como a atenção às pessoas que sofrem com a crise social, a violência e o desemprego, bem como a atenção integral aos usuários de álcool e outras drogas ainda são desafiadoras para a atual Política Nacional de Saúde Mental, o que revela a nossa dificuldade e os entraves para o alcance da integralidade da atenção (Brasil, 2010). A discussão sobre os determinantes sociais do processo saúde-doença, seu impacto na saúde mental e o aprofunda-mento nos aportes teóricos da Promoção da Saúde seriam, portanto, de grande valia no momento atual para os profis-sionais de saúde em geral, já que tais referenciais são funda-mentais para se dar "os próximos passos" da saúde mental no Brasil rumo à integralidade da atenção. Entretanto, para que tal construção se dê, também é necessário-e fundamental-que haja reconhecimento, por parte dos profissionais de saúde em geral, de que a saúde mental é parte integrante da saúde; que os serviços de saúde mental não estão desarticulados e independentes do restante da rede de serviços e, sobretudo, que a atual Política Nacio-nal de Saúde Mental, por ser de base aberta e comunitária, enfatiza o direito das pessoas com transtornos mentais tran-sitarem livremente pelos serviços de saúde em geral, a fim de resolverem seus problemas e necessidades, o que se traduz na presença desses indivíduos diariamente nas Unidades Básicas de Saúde (UBS), nas Unidades de Saúde da Família (USF), Ambulatórios de especialidades, bem como nos consultórios odontológicos, Centros de Especialidades Odontológicas (CEO) e nos demais serviços de saúde. As dificuldades encontradas pelos profissionais de saúde em geral (que não sejam especialistas na área mental ou que não estejam lotados em Unidades de Saúde Mental) tradu-zem-se em cenários de desatenção à saúde geral e à saúde bucal dos indivíduos com transtornos mentais. Nesse quadro incluem-se os Cirurgiões-Dentistas. Isso, certamente, é resultado da falta de conhecimento, debate e reflexão sobre a saúde mental, tanto no que diz res-peito à sua importância, aos aspectos ligados aos transtornos, ao cuidado e às abordagens, quanto (principalmente) ao papel de promover saúde, que é inerente a todos esses profissionais. O presente capítulo, nesse sentido, busca induzir à re-flexão em torno da saúde mental e de sua promoção. Para tanto, estrutura-se quatro partes: A primeira parte trata de conceitos, recomendações, experiências e outras reflexões em torno da saúde e da doença mental, segundo a OMS 1;2. A segunda parte traz o histórico de lutas da sociedade brasileira para a construção do atual modelo de atenção, traduzido na Política Nacional de Saúde Mental (PNSM). A terceira parte oferece um panorama do impacto da saúde mental na saúde bucal e vice-versa, bem como a dificuldade dos cirurgiões-dentistas em lidar com o assunto. E a quarta parte busca traduzir o momento atual da saúde mental no cenário brasileiro, seus desafios e barreiras.
When first released in 2009, the Early Years Learning Framework (EYLF) recognised intentional teaching as one of its eight core practices (Department of Education, Employment and Workplace Relations (DEEWR) (2009). In 2022, the EYLF was revised to include a broader understanding of ‘intentionality’, encompassing both the educator and the child within the teaching/learning nexus. One of the changes made to this new edition, involved the merging of two previous practices, ‘learning through play’ and ‘intentional teaching’ into one new practice, ‘play-based learning and intentionality’ (Australian Government Department of Education [AGDE] (2022). While educators are encouraged to act with intentionality in play-based learning, there is the need to acknowledge children’s freedom in play and their agency for creative expression. This paper is a timely contribution, presenting recent research with educators from Reggio Emilia, Italy and Newcastle, NSW, Australia, who together discuss their intentionality as educators. Findings suggest that: time, care, consideration, collaboration, and reflective practice, are key factors for determining a more nuanced definition of intentional teaching practices within a contemporary framework.
Although international research has defined best-practice intervention for children from vulnerable families as integrated and comprehensive, limited implementation and longitudinal evaluation of this approach has been conducted. The Spilstead Model (SM) of early years milieu intervention provides a uniquely integrated one stop shop model of care incorporating a comprehensive range of best-practice programs within a trauma-informed approach. Results from an initial evaluation involving 23 families (mean child age 3.7 years) indicated large effect size improvements 12 months post entry in family functioning as well as child development and emotional wellbeing (ES 0.8 -1.46, p < 0.001). This study aimed to evaluate the sustainability of these outcomes for both children and families via follow-up of the initial study co-hort 10 years post the initial evaluation. The study targeted families who participated in the original evaluation. Clinician and parent-rated adolescent measures paralleled the original assessments of parent, child and family functioning. Qualitative evaluation was also conducted via a semi-structured interview with parents. 83% of the original sample participated. Mean youth age was 13.2 years. Results indicated sustained improvements in parent-child relationship, child-wellbeing and reduction of parent stress with large effect size (1.14 – 1.92 p < 0.001). On average 73% of the adolescents scored within the normal range on each measure of functioning. Few had repeated school grades or been suspended. None had been arrested. Emerging themes from the qualitative evaluation confirmed the value of the integrated model. The results further support the value of the one stop shop Spilstead Model and have the potential to inform international policy and practice.
This study investigates the relationship between primary school pupils’ experiences with pupil-centred learning approaches, socio-emotional experiences and self-efficacy. Our findings suggest that teacher guidance is important to support students and self-efficacy in working with pupil-centred learning approaches. We discuss the findings in relation to the increased attention that pupil-centred learning approaches are receiving worldwide as part of a tendency to move away from traditional teacher-centred approaches of transmitting and memorising information, and the ongoing discussion on how much teachers should guide pupils learning. We focus on how these learnings from COVID-19 can be used to reimagine education in the post-pandemic school.
Economic research on the safety net has evolved over time, moving away from a focus on the negative incentive effects of means-tested assistance on employment, earnings, marriage, and fertility to include the potential positive benefits of such programs to children. Initially, this research on benefits to children focused on short-run impacts, but as we accumulated knowledge about skill production and better data became available, the research evolved further to include important long-run economic outcomes such as employment, earnings, and mortality. Once the positive long-run benefits to children are considered, many safety net programs are cost-effective. However, the current government practice of limiting the time horizon for cost-benefit calculations of policy initiatives often fails to take this into account. Finally, we discuss why child poverty in the United States is still higher than most OECD countries and how research on children and the safety net can better inform policy-making.
Children's play time has declined in recent decades, which could negatively impact early self-regulation—a vital component of school readiness. To date, studies have not fully explored how the time spent playing relates to children's self-regulatory skills, and in turn, their early reading and math competencies. Using data from time diaries and direct assessments of self-regulation, prereading, and math skills, this study examined how minutes spent playing at home predict these skills in a sample of 128 children followed from age four to five. Additionally, it considered whether self-regulation explained links between play time and prereading and math. Results showed that the time spent playing positively related to children's self-regulation. Moreover, through its association with self-regulation, play time had indirect effects on prereading and math skills measured one year later. Results suggest that fostering opportunities for play time during the preschool years may help to boost school readiness skills.
Voting in an election can be a complicated process, requiring both knowledge and motivation. According to the “primacy principle” and theories of “human capital formation,” early childhood learning has the potential to shape attitudes and behaviors later in life. If correct, these theories suggest that early childhood education could help develop skills necessary for voting. Using data from Tulsa Public Schools (TPS), we identify 4033 students who entered kindergarten in the fall of 2006. Approximately half of those students were enrolled in universal pre-K the year before. We then identify which of these students registered to vote and actually voted in the two years after they turned 18. Using propensity score weighting, we find that students enrolled in pre-K were more likely to register to vote and to vote in an election than those not enrolled in pre-K. We explore potential paths through which pre-K might increase civic participation. We find that pre-K increases both cognitive and socio-emotional skills and that an increase in these skills is associated with an increase in registering to vote (cognitive) and actual voting (cognitive and socio-emotional).
Adults, including early childhood teachers and caregivers (i.e., parents, carers, kinship members), have an important role in supporting young children’s learning through play in early childhood. However, little consideration has been given to the relationship between these significant adults’ perspectives of play and the play experiences of young children. Various conceptualisations of play and play-based learning influence the decisions adults make about the provision of play in early childhood. This can make it difficult to support adults in their understandings of the need for play in young children’s lives. We propose that more needs to be known about what significant adults think play is. This new knowledge would enhance professional learning and parent education programs in the early childhood education and care sector for increasing children’s opportunities to learn through play.
Der Beitrag beschreibt das Verhältnis von Kindertageseinrichtungen und Familie in der Triade Familie, Kindertageseinrichtung und Schule. Das Verhältnis unterliegt historisch steten Neuaushandlungen und konstituiert sich im Ringen um eine Institutionalisierung von Betreuungsangeboten vor dem Hintergrund wohlfahrtsstaatlicher Regulierungen und marktwirtschaftlicher Interessen. Dabei wird das Konzept der Erziehungspartnerschaft als Anspruch, Ziel und Herausforderung für pädagogische Praxis und als gegenwärtiger Ausdruck einer spezifischen programmatischen Verhältnisbestimmung zwischen Familie und Kindertageseinrichtungen betrachtet.
This article evaluates the long-term impacts of the Chicago Child-Parent Centers (CPC), a comprehensive early childhood program launched in the 1960s, on physical and mental health outcomes. This study follows a cohort of 1539 participants born in 1979–1980 and surveyed most recently at age 35–37 by employing a matched study design that included all 989 children who entered CPCs at ages 3 and 4 (1983-1985) and 550 comparison children of the same age from randomly selected schools participating in the usual district early childhood programs in kindergarten. Using propensity score weighting that addresses potential issues with differential attrition and non-random treatment assignment, results reveal that CPC preschool participation is associated with significantly lower rates of adverse health outcomes such as smoking and diabetes. Further, evaluating the economic impacts of the preschool component of the program, the study finds a benefit-cost ratio in the range of 1.35–3.66 (net benefit: $3896) indicating that the health benefits of the program by themselves offset the costs of the program even without considering additional benefits arising from increased educational attainment and reduced involvement in crime reported in earlier cost-benefit analyses. The findings are robust to corrections for multiple hypothesis testing, sensitivity analysis using a range of discount rates, and Monte Carlo analysis to account for uncertainty in outcomes.
An early series of papers funded by the U. S. Center for Substance Abuse Prevention, Center for the Application of Prevention Technologies, boldly explored Resilience Research for Prevention Programs focusing on six major groups of research stuides.
This 2001 introductory piece boldly challenged convention stating effective prevention must involve the protective processes of caring relationships, high expectations, and opportunities for meaningful participation and contribution. These are transactional processes of person-in-environment. When we are engaged in this kind of prevention, we may chose to no longer think of our work only as prevention, but also as promoting healthy individual human development within the context of community.
The paradigm shift may need to occur within each of us. Are we fixing human problems or developing human resources? Is the epicenter of such work in the environment or in the individual, or, perhaps, in both? What we know -- have come to intuitively understand about human
capacity -- matters immensely. The sources of knowing are both our common sense and scientific research. Quality research and practice are interdependent.
I examine the ways in which words such as “evidence” are used inappropriately to support policy that may be formulated for convenience, cost or political dogma. I interrogate the processes by which this happens, as words and terms are bestowed with symbolic power to support and promote favoured policy. I examine the ways in which such power may be acquired and deployed by exploring the use of the word “evidence” and its derivatives in education discourse. Via corpora and discourse analysis of extracts from policymakers’ statements, speeches and assertions I examine how “evidence” – a powerful word in lay use because of its association with research and reason – is used habitually as a proxy for the specification of actual evidence, simply to add weight to an argument or to impart legitimacy on a policy position. I conclude that the idea of “evidence-based” persists only because of its value in enabling and promoting particular policy agendas.
Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility that a blend of child- and teacher-directed practices best promotes school readiness among preschoolers experiencing high levels of sociodemographic risk and explored whether the optimal blend varies based on child characteristics. Sixty-two CPC preschool teachers reported their instructional practices throughout the year, using a newly developed questionnaire—the Classroom Activity Report (CAR). The average reported proportion of child-initiated instruction was examined in relation to students’ end-of-year performance on a routine school readiness assessment (N = 1289). Although there was no main effect of child-initiated instruction on school readiness, there was a significant interaction between instruction and student age. Four-year-olds’ school readiness generally improved as the proportion of child-initiated time increased, while 3-year-olds showed a U-shaped pattern. The present findings add to the evidence that child-initiated instruction might support preschoolers’ school readiness, although they also suggest this relation may not always be linear. They also point to the importance of examining instructional strategies in relation to student characteristics, in order to tailor strategies to the student population. The CAR has potential as a brief, practical measurement tool that can support program monitoring and professional development.
When educational policies require pre-service teacher practicum mentors to continuously implement a mandated scripted reading curriculum, limits are placed on pre-service teachers observing only these reading instruction methods. Novice teachers, who are developing their reading pedagogy, need the opportunity to explore a variety of methods identified as best reading instruction practice. When the pre-service teacher candidates are repeatedly exposed to the scripted methods in practicums, the partnership between the university professors and practicum school systems can suffer. When attempting to bridge theory and practice, the pre-service teacher candidate is affected when they observe conflicting viewpoints between college professors and the hosting practicums during a stage of professional growth and teacher development. If pre-service teachers are without practicum opportunities to try creative reading teaching methods, a result of increased negative outlooks on the profession and future teacher burn-out is a possibility.
Careful reading of the literature on the psychology of criminal conduct and of prior reviews of studies of treatment effects suggests that neither criminal sanctioning without provision of rehabilitative service nor servicing without reference to clinical principles of rehabilitation will succeed in reducing recidivism. What works, in our view, is the delivery of appropriate correctional service, and appropriate service reflects three psychological principles: (1) delivery of service to higher risk cases, (2) targeting of criminogenic needs, and (3) use of styles and modes of treatment (e.g., cognitive and behavioral) that are matched with client need and learning styles. These principles were applied to studies of juvenile and adult correctional treatment, which yielded 154 phi coefficients that summarized the magnitude and direction of the impact of treatment on recidivism. The effect of appropriate correctional service (mean phi = .30) was significantly (p
A quantitative analysis of 44 rigorously controlled offender treatment studies, published between 1970 and 1991, was undertaken to determine if the factors suggested by previous reviewers to be essential to program success are in fact related to efficacy. The results indicated that only six factors were significantly associated with the efficacy of programs. These factors included: (a) a sound conceptual model; (b) multifaceted programming; (c) the targeting of "criminogenic needs"; (d) the responsivity principle; (e) roleplaying and modeling; and (f) social cognitive skills training. The study raised several questions about the adequacy of research on offender rehabilitation and about the validity of many assertions that have been made about the essential characteristics of effective programs.
This preliminary report evaluates the second year, 1970-71, of Head Start Planned Variation (HSPV), covering research methodology, description of the models, characteristics of the children, classrooms and sites, estimated overall effects of the Head Start experience, differences in the effects of PV and comparison classrooms, and short term effects of 11 Head Start program models. An attempt is made to answer the questions: (1) What are the short term effects of a Head Start experience on children? (2) Are there discernible differences between the effects on children of a HSPV experience and a conventional Head Start experience? (3) Do PV models differ in their effects on Head Start children? Five outcome measures were used: three measures of cognitive achievement, one of general intelligence, and one of motor control. Major findings indicated that: the Head Start experience substantially increased children's test scores on all five outcome measures; that children who had prior preschool experience gained less overall than children whose first year of preschool was in Head Start in 1970-71; and that there seemed to be no consistent differences among Mexican American, black, and white children in their Head Start gains on the five outcome measures. No differences in effects were found between the HSPV programs and the comparison Head Start programs. (GO)
An empirical approach to criterion development was applied to outcome measures for work-training programs serving disadvantaged adolescents (mean age 17.9 yrs). Performance criteria at program completion ( n = 32) and 40 measures obtained 6 mo following training were factor analyzed to define their relevance within a dimensional structure. Four program completion (proximal) factors were readily interpretable (e.g., training program adjustment, work motivation, social-personal adjustment), as were 5 postprogram (distal) dimensions (e.g., job success and satisfaction, job search motivation). Relevance of the proximal criteria was also determined from their predictive relationships with the distal measures. Uses of the multidimensional aspects of a criterion domain as a basis for setting priorities in selecting criterion variables are discussed. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Comments on the article by L. J. Schweinhart et al (see record
1988-07790-001) comparing 3 preschool curriculum models using 3 groups of 18 15-yr-olds. These models were high/scope, language, and child-centered nursery. Four exceptions to the comparability of the 3 groups are noted: level of mothers' education, unequal representation of sexes, frequencies of parents out of the home, and amount of preschool experience. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study investigated the effect of classroom type (developmentally appropriate; inappropriate) on the stress behaviors of 204 kindergarten children as mediated by race, sex, and SES. There were 101 children in inappropriate classrooms and 103 children in appropriate classrooms. Substantive findings indicated that males in inappropriate classrooms exhibited more stress than males in appropriate classrooms. Blacks in inappropriate classrooms exhibited more stress than whites during transition, waiting, and teacher-directed whole group, while whites in inappropriate classrooms exhibited more stress during group story. More overall stress was exhibited by children in developmentally inappropriate classrooms than by children in appropriate classrooms, particularly during transition, waiting, and workbook/worksheet activities. For activity types, low SES children and black children had tendencies to be less involved in developmentally appropriate activities. More appropriate activities (e.g., center, story) were found in appropriate classrooms, while more inappropriate activities (e.g., waiting, workbook/worksheet) were noted in inappropriate classrooms.
Differential effects of four preschool programs were evaluated through pre-and post-batteries of standardized tests. The interventions represent levels of structure along a continuum from the traditional to the highly structured preschool. Results from all instruments differentiated among the programs, and clearly favored the highly structured preschool. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
This report focuses on three main questions: (1) To what extent does a Head Start experience accelerate the rate at which disadvantaged preschoolers acquire cognitive skills? (2) Are the Planned Variation models, simply by virtue of sponsorship more effective than ordinary nonsponsored Head Start programs? and (3) Are some Planned Variation models particularly effective at imparting certain skills? The first chapter gives an overall picture of the Head Start Planned Variation study, while the second chapter summarizes data concerning background characteristics and distribution of test scores. Chapter 3 provides a general discussion of methodological issues and some of the major difficulties resulting from the study design. Chapters 4-7 attempt to present a picture of the pattern of overall effects of various programs through ranking analysis, residual analysis, analysis of covariance, and resistant analysis. The final chapters explore the question of whether the relative effectiveness of various programs is related to certain child background characteristics, such as sex, ethnicity, age, prior school experience, and mother's education. One major conclusion drawn as a result of the intermodel comparisons was that Head Start programs are quite homogeneous in their ability to promote general cognitive development. (CS)
An unacceptably high first-grade retention rate prompted a study of the early childhood program in the District of Columbia Public Schools, because the system had invested heavily in the program with little success. This report summarizes how the study began, what the study has revealed, and how this research is transforming a major urban school system. (TJQ)
This report summarizes the findings of previous technical reports on the immediate changes in child development associated with Head Start and presents a statement of the extent to which these changes have been enhanced or attenuated by different program experiences for different children. Background information presented includes an overview of the findings; a history of Project Head Start; and an overview of Head Start Evaluations (descriptive studies, on-site research and evaluation studies, national impact studies, national interaction model studies). A section devoted to design and measurement examines methodological issues, design issues, data collection, measures, and statistical analytic models. A section on findings covers questions concerned with characteristics of Head Start children and families, effectiveness of Head Start programs and teacher approaches, and children's performance gains. A discussion section examines factors influencing developmental changes and implications for early childhood intervention. Appendices are (1) Measure Selection and Psychometric Characteristics and (2) Selection of Variables for Analysis. (JH)
Three basic questions concerning preschool education are discussed using information derived from research in early childhood education through 1963-1971. The questions are: (1) Does preschool education make a difference in later school performance of disadvantaged children? (2) If preschool education does make a difference, does it matter which curriculum theory is employed? and (3) How can educators guarantee effective preschool education? Findings indicate that (1) Preschool experience can make a difference for disadvantaged children. A few special situations have offered immediate positive impact in terms of their stated goals. Long-term data are not yet available. (2) From four types of curricula (Programmed, Open Framework, Child-Centered, and Custodial) two points can be made. First, children profit from any curriculum that is based on a wide range of experiences and second, the successful curriculum guides the teacher in adapting theory to the actual behaviors of children and (3) A successful program requires an effective staff model which in turn relies on planning and supervision. Educators should feel free to develop any curriculum that can be adapted to the needs of the children and the requirements of their staff model. (WY)
Le systeme d'education prescolaire pour les enfants a risque, aux Etats-Unis, s'est developpe si rapidement qu'aucun programme ni reglementation ne sont mis en place. Pour y remedier, les enseignants interviennent avec force. L'A. presente les positions des enseignants par rapport a ce projet, les actions dont ils se chargent et evalue le succes qu'ils peuvent en attendre
This revision results from a selection of the best items from Forms L and M, using increase in percent passing with age and item-total score correlation as criteria. Some items have new scoring directions, have been relocated, or redrawn. The IQ tables, now extended to age 18, yield deviation or standard score IQs, thus eliminating differences in variability from age to age. Administration and scoring directions have been revised and clarified. In addition, there are brief descriptions of earlier revisions, description of the development of the 3rd revision, tables for converting conventional IQs to the revised ones, and comparison data on each item for 1937 and 1960. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Evaluative research into the effects of various educational methods on various outcome measures is limited in value by a lack of (a) clear educational goals and (b) the necessary empirical research into the worth of these measures. 3 potentially remedial strategies are examined, and the 1st 2-the child-centered "romantic" stream of thought (stemming from Rousseau and currently represented by the followers of Freud and Gesell) and the various society-centered "cultural transmission" conceptions-are found inadequate. Only progressivism (John Dewey), with its contemporary cognitive-developmental psychology (e.g., Piaget), its interactionist epistemology, and its philosophically sophisticated ideology is considered adequate. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Comments on a report by L. J. Schweinhart et al (see record
1988-07790-001) that purports to show that preschoolers taught by direct instruction end up with twice the rate of delinquency of children who come through the program with which Schweinhart is affiliated. It is argued that Schweinhart's data (1) argue against a difference in delinquency rates, (2) do not show a statistically significant difference between the direct-instruction group and the child-centered nursery school group, and (3) were geared toward male delinquency. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Responds to comments by C. Bereiter (see record
1988-07713-001) and R. Gersten (see record
1988-07736-001) on the present authors' article (see record
1988-09003-001) reporting findings of the High/Scope Educational Research Foundation's 15-yr preschool curriculum comparison study. It is argued that this study found that 3 early childhood curriculum approaches all helped disadvantaged children to do better in school, but that teens who had been exposed to the nursery school and High/Scope curricula reported average delinquency rates only half as large as those of teens who had been exposed to the direct-instruction curriculum. Issues addressed include general design issues, procedural issues with regard to assessing delinquency and comparing curriculum groups, and interpretation of findings. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Responds to comments by R. Gersten (see record
1992-37092-001) comparing instructional interactions in constructivist and direct instruction kindergarten programs. It is argued that a focus on socialization as a goal of kindergarten is denied, and that the author is a generalist with regard to constructivist programming. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Enacted interpersonal understanding was studied in 56 children from three kindergarten programs in lower socioeconomic neighborhoods: a direct-instruction program (DI) called DISTAR, representing the cultural-transmission paradigm in educational thought; a constructivist program (CON) representing the cognitive-developmental paradigm; and an eclectic program (ECL) having some characteristics of both paradigms. Pairs of children were videotaped playing a board game and dividing stickers. Selman's conceptualization of enacted interpersonal understanding at three levels of Negotiation Strategies (NS) and Shared Experiences (SE) was used in microanalytic coding of videotapes and transcripts. Analysis of 8,256 NS and SE showed a predominant use of Level 1 in all groups. The CON group consistently had the highest percentage of Level 2 and DI the lowest. The CON group was more interpersonally active, having a greater number and variety of NS and SE than the other two groups. When group differences in Level 0 NS and SE appeared, CON had the lowest percentage and DI the highest. Analysis of 292 conflicts during the game showed no differences among the groups on number or subject of conflict, but revealed the same pattern of program differences in levels of interpersonal understanding as described for the entire game. No gender differences and no differences in cognitive understanding of the game were found. No differences were found in mothers' reported childrearing attitudes and practices. Interviews on life in their classrooms showed differences among programs in children's perceptions of rules, punishments, activities, and responsibilities. Differences were observed among the groups in the degree to which children continued their activities when the teacher left the classroom. While the directinstruction group had significantly higher scores on preschool-screening tests and first-grade achievement tests than both constructivist and eclectic groups, the differences between direct-instruction and constructivist groups disappeared by third grade. Results are discussed in terms of policy implications for early education.
This report of the High/Scope Preschool Curriculum study traces the effects on young people through age 15 of three well-implemented preschool curriculum models—the High/Scope model, the Distar model, and a model in the nursery school tradition. Sixty-eight impoverished children in Ypsilanti, Michigan were randomly assigned to these three programs, attending them at ages 3 and 4. Fifty-four of the youngsters (79% of the original sample were interviewed at age 15. The mean IQ of the children who had attended these three high-quality preschool programs rose a dramatic 27 points during the first year of the program, from 78 to 105 (on the Stanford-Binet Intelligence Scale) and at age 10 was 92 (on the Wechsler Intelligence Scale for Children, or WISC). The three preschool curriculum groups differed little in their patterns of IQ and school achievement over time. According to self-reports at age 15, the group that had attended the Distar preschool program engaged in twice as many delinquent acts as did the other two curriculum groups, including five times as many acts of property violence. The Distar group also reported relatively poor relations with their families, less participation in sports, fewer school job appointments, and less reaching out to others for help with personal problems. These findings, based on one study with a small sample, are by no means definitive; but they do suggest possible consequences of preschool curriculum models that ought to be considered.
This investigation addressed the question of whether planning ability predicts for school grades in third graders when scholastic aptitude is statistically controlled. In the analysis, IQ was entered first into the regression equations followed by three types of planning tasks: two standard planning tasks (Trail-Making and the Tower of Hanoi) and a teacher designed planning task (the Classroom-Based Planning task). Traditional scoring methods (outcome and latency scores) and a new process-based scoring system were applied to each of the three tasks and individual regressions were performed for each scoring method. Neither of the two standard planning tasks predicted for school performance for any of the scoring methods. In contrast, the Classroom-based Planning task predicted for a grade index beyond the effects of IQ, but only when the planning process scoring system was used to assess planning. Teacher ratings of planning were also investigated as predictors of grades in a separate regression. Teacher ratings of students' ability to use their time wisely predicted for grades even when IQ was controlled. In a final analysis, the teacher rating, the Classroom-Based Planning task, and IQ were included in the same regression. Each of these variables contributed significantly to the equation, and together they accounted for almost half the variance in school achievement.
The sociomoral atmospheres of three kindergarten classrooms were studied through analysis of the teachers' enacted interpersonal understanding. Three public school teachers were videotaped for 2 days each as they implemented a direct-instruction program (DI) called DISTAR, representing the cultural-transmission educational paradigm, a constructivist program (CON) representing the cognitive-developmental paradigm, and an eclectic program (ECL), the latter reflecting elements of both the other paradigms. Teacher-child interactions were coded microanalytically from transcripts and video on 88 categories of Negotiation Strategies (NS) and Shared Experiences (SE) at four levels of interpersonal understanding as conceptualized by Selman. Analysis of 20,914 NS and SE showed that the CON teacher had the most SE with children and DI the least. The CON teacher had much higher percentages of Levels 2 and 3 and much lower percentages of Level 0 NS and SE than both DI and ECL. A strong authoritarian orientation and academic emphasis were found for the DI teacher. A cooperative orientation and emphasis on stimulation of reasoning were found for the CON teacher. The ECL teacher was less authoritarian and academic in orientation than the DI teacher but was more similar to her than to the CON teacher.
A cluster analysis identified three different preschool models operating in a large, urban school district. The social, motor, language, and adaptive development of 295 four-year-olds randomly selected from these models was compared along with mastery of basic skills. Results indicated that children in the “in-between” model did significantly worse on all measures except daily living skills than did children in the child-initiated model or those in the teacher-directed academic model. Children in the child-initiated model demonstrated the greatest mastery of basic skills. As a group these children did even better than those in programs where academics were emphasized and skills were taught. Implications for educational policy makers are discussed.
This article reviews problems and issues in early childhood evaluation, and discusses advantages and disadvantages associated with using classroom observations. A specific observational measure of social and mastery task behaviors in preschool and primary-school children, the Bronson Socialand Task Skill Profile (Bronson, 1985, 1991a), is described, and its usefulness is discussed by reviewing the way it has been used in several research studies.
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The Louisville experiment: A comparison of four programs As the twig is bent lasting effects of preschool programs (pp. 17 I -199)
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Miller, L.B., & Bizzell, R.P. (1983). The Louisville experiment: A comparison of four programs. In Consortium for Longitudinal Studies (Ed.), As the twig is bent lasting effects of preschool programs (pp. 17 I -199). Hillsdale, NJ: Erlbaum.
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Curriculum models and early childhood education: Appraising the relation-ship
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The Yp~~~la?zfi pre.~c~ao~ cur-riculum demonstration pruject: PreschooE years and ~a~~~it~d~~al results (Monographs of the High/Scope Educational Research Foundation, 4)
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Planning as a factor in school achievement The effects af Head Start cZassroam experience on some aspects of child development: A summary report of national evaluations
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The cognitively oriented curricu-lum: A framework for preschool teachers
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A comparison of five approaches for edu-cating young children from low-income homes As the twig is bent . . . lasting effects of preschool programs
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The Louisville experiment: A comparison of four programs
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