Researchers examined the long term impacts of Smart Start and More at Four, finding “significant positive impacts of funding for each program on reading and math test scores and reductions in special education placement and grade retention.”
Examining the impact of Total Physical Response on English vocabulary teaching to kindergarten students in Physical Education and Play, researchers report the program “was more effective, fun and motivating for Kindergarten students in learning English vocabulary than traditional foreign language teaching methods.”
Researchers investigated if parents’ physical activity and sedentary behavior was related to their young child’s physical activity or sedentary behavior when they were either together or apart. “Parents’ behavior was positively related to their young child’s behavior when they were together, but the relationship was not present … or weaker … when apart,” according to the researchers. They suggest parents engaging in active physical activity “in the presence of their child was important for [the]young child’s [physical activity].”
Researchers found children in early childhood education and care (ECEC) settings where they could move freely between indoor and outdoor environments were less sedentary and spent more time in physical activity compared to programs where they couldn’t. They suggest “offering a free routine and increasing time spent in outdoor environments could … promote physical activity and reduce sedentary time among children.”
Researchers reexamined a report finding that the association that early math predicts later reading was stronger than the association that early reading predicts later math. “Larger paths from math to reading than from reading to math in previous related analyses are not causally informative,” according to the researchers.
Early Milestones Colorado identifies “promising opportunities” for Ideal Learning expansion in public programs in a new report, noting that “no Colorado state policy expressly prevents (nor promotes) Ideal Learning programs, systemic, perceptual, and accountability barriers functionally impede adoption of these programs in public settings.”