January 24, 2020 – Volume 19, Issue 4

Hot Topics
CSCCE: Educator Work Environments Are Children’s Learning Environments: How and Why They Should Be Improved
Center for the Study of Child Care Employment’s new blog post discusses the importance of supportive early education work environments.
“Many educators in the United States are in economic distress and work in settings that do not provide sufficient workplace supports necessary to engage in effective teaching,” write CSCCE staff members Marisa Schlieber and Caitlin McLean. “Yet, early educator work environments are children’s learning environments: children depend on educators who are not only skilled, but have their well-being and needs supported, too.”
ECE Resources
Thirty Years Later: Locating and Interviewing Participants of the Chicago Longitudinal Study
Researchers describe a comprehensive strategy to locate and interview participants of the Chicago Longitudinal Study, thirty years after the study began. They report a 76 percent completion rate and provide recommendations for strengthening response for other longitudinal studies.
Exploring the Nature of Associations between Educators’ Knowledge and their Emergent Literacy Classroom Practice
Researchers examined relationships between early childhood educators’ literacy content knowledge and their classroom emergent literacy practices. They report “positive, linear associations between educators’ knowledge and classroom practices.”
The Big Lift Descriptive Analyses
Researchers report “Big Lift [a collective impact initiative from preschool through grade 30]preschoolers were more likely to be kindergarten-ready than demographically similar peers who did not attend preschool, but were less likely to be ready than peers who attended other community preschools.” They also found “most children who attended Big Lift Inspiring Summers before first or second grade maintained or improved their reading levels over the summer.”
Same Data Set, Different Conclusions: Preschool Delay of Gratification Predicts Later Behavioral Outcomes in a Preregistered Study
While it was previously believed a delay of gratification test (the marshmallow test) in preschool children “predicts an array of important life outcomes, according to multiple studies spanning several decades”, researchers conducted an independent, preregistered secondary analysis to reexamine these findings. They suggest “the marshmallow test is predictive because it reflects aspects of a child’s early environment that are important over the long term.” In particular, they focus on social support as a key determinant of outcomes
Early Education News Round-up
The week’s key stories on early childhood education. Read now.
Director of Early Childhood Initiatives, University of Denver