The study found that learning slowed during summer with disadvantaged students suffering the largest slowdowns. Center-based child care during the summer was associated with faster growth for some children in some domains. However, lower-income children in center-based care had slower language growth than similar children not in centers. This raises concerns regarding differential quality and the need to ensure that young children with the greatest needs receive high quality early care and education in the summer prior to kindergarten entry.
Maternity leave policies are linked to early childhood education and care policies, and the length of leave policies determines the need for early care programs. The length of maternity leave varies greatly among mothers in the U.S. because of the absence of a universal policy for paid leave. This study examined associations among length of maternity leave, mother–child interactions, and attachment among American working mothers and their infants. (The International Journal of Child Care and Education Policy disseminates research and analysis regarding major issues of child care and education policy relating to young children and their families to a broad international readership, including policymakers, researchers, and practitioners.)
Researchers found Reading for Understanding (RfU) “provided evidence regarding the significance of the listening comprehension component of the SVR [Simple View of Reading].” They suggest their research “has documented the importance of early oral language skills, which support both decoding and listening comprehension in young readers and plays a critical role in students’ success as readers as they move through school.”
Researchers examining “teacher-rated self-regulation skills … and directly assessed individual executive function abilities at kindergarten entry” found “classroom self-regulation explained a moderate proportion of the kindergarten math and literacy gaps, but only among children from economically disadvantaged families.”
Examining “the relation between 65 preschool children’s repeating patterning knowledge (via a fast, teacher-friendly measure) and their end-of-kindergarten broad math and numeracy knowledge…,” researchers found “children’s repeating patterning knowledge was significantly predictive of their broad math and general numeracy knowledge.”
Researchers studied the relationship between emotion knowledge (EK) in pre‐kindergarten and math and reading achievement 1 and 3 years later in a sample of primarily Black children living in historically disinvested neighborhoods, they found “higher EK at the end of pre‐K predicted higher math and reading achievement test scores in kindergarten and second grade.”
Researchers found the “implementation and promise of Ready? Set. Go! (RSG) …. was appealing to parents and teachers and could be implemented with high fidelity.” They report “children who received RSG showed significantly greater improvements in their EF [executive function]skills than comparison children 1 month after the intervention ended.”
The Coming State Budget Crises: What Child Advocates Need to Know to Be Effective and Antiracist, September 14, 2020, 3 PM ET, sponsored by Partnership for America’s Children
Anti-Bias and Anti-Racist Practices in Early Childhood Education, Crane Center’s 7th Annual Symposium on Children, Friday, October 2, 2020, 11 AM, contact 614-247-7488 for SFCCCEC@osu.edu for details.
Senior Education Researcher, SRI Education
Research Scientist I, Community Partnerships and Policy Solutions, New York Academy of Medicine