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Hot Topics

Preschool lottery admissions and its effects on long-run earnings and outcomes

The study employs an admissions lottery to evaluate the impact of a non-means tested preschool program on long-term outcomes such as earnings, employment, family income, household formation, and geographic mobility. Long-term outcomes are observed by linking both admitted and non-admitted individuals to confidential administrative data, including tax records. The funding for this preschool program is provided by an Indigenous organization, which offers admissions preference and free tuition to Indigenous students. The results reveal that children who participated in the program have earnings that are 5 to 6 percent higher as young adults. This effect is particularly pronounced among young women, especially those from the lower half of the initial parental income distribution.

NIEER Activity 

Join us at the National Institute for Early Education Research! We have a new opening for an Assistant Research Professor to contribute to multiple streams of research on early childhood care and education policy. Apply Now https://jobs.rutgers.edu/postings/232218 

🎉 Announcing the Enriching Public Pre-K Through Inclusion of Family Child Care (EPIC FCC) Initiative

Home Grown is now accepting applications for the inaugural cohort of the Enriching Public Pre-K Through Inclusion of Family Child Care (EPIC FCC) initiative. Facilitated by NIEER, the EPIC FCC initiative seeks to support state, city, county, and tribal government leaders in expanding the participation of family child care (FCC) educators in their pre-K systems or engaging FCC educators in these pre-K systems for the first time. Click here to learn more and apply

Browse the NIEER Library! 

Access this comprehensive suite of resources tailored to enhance early education quality and inform decision-making. Our offerings include research reports, policy briefs, fact sheets, and more, all accessible for free. By making these resources openly available, NIEER is dedicated to empowering educators, policymakers, and community members with the knowledge needed to foster impactful early education practices.

IJECCP

Profiles of Child Labour: Prevalence, Activities, Contexts, and Children’s Harm Extent in Raya-Kobo and Angot Districts, Ethiopia

A recent study in the Raya-Kobo and Angot Districts found that children work an average of 49.9 hours per week and are involved in gender-based household tasks. Conflict, inflation, and socio-cultural factors drive this issue, leading many to drop out of early education. Using ordered probit regression, the study identified factors that worsen or improve child labor conditions. Worsening factors include household age, income diversification, and land fragmentation, while improving factors include family size, cart ownership, education of household heads, and rural transportation access. Despite its limitations, the study underscores the complexity of child labor and urges comprehensive action from governments, educational institutions, NGOs, and transport organizations. Authored by Bamlaku Alamirew Alemu and Mengistu Abate Weldeyesus, the research offers valuable insights.

Research

Systematic Review of Culturally Adapted SEL Interventions for Racially and Ethnically 

A new study highlights the importance of culturally adapted social-emotional learning (SEL) for preschool-aged children from racially and ethnically minoritized backgrounds. It reveals biases in overestimating challenging behaviors and calls for tailored SEL programs to counter exclusionary disciplinary practices. The systematic review, following PRISMA guidelines, found only six qualifying studies, indicating early stages of implementation. Despite this, children in these programs showed improved outcomes. Key adaptations included using children's home languages and qualified implementers. The findings emphasize the need for policy and practice adjustments to support all children's social-emotional development. The study was authored by Kizzy Albritton, Adrienne Stuckey, Kelsey Klatka, and Kenia Cruz.

Preschool Teachers’ Occupational Stigma Consciousness Inhibits Work Engagement: A Moderated Mediation Model

A team of researchers from China examined the impact of occupational stigma on preschool teachers' work engagement, revealing that stigma consciousness significantly lowers their engagement levels. The findings show that occupational stigma consciousness leads to reduced work engagement through decreased resilience. However, perceived organizational support can mitigate this negative effect by enhancing the resilience-engagement relationship. These insights emphasize the need to address occupational stigma and promote organizational support to improve early childhood education teachers' professional development and engagement.

‘There are Plenty of Opportunities for Play and Learning’ - Swedish Preschool Teachers’ Perspectives on Using the Outdoor Environment as a Pedagogical Resource

Researchers Ester Catucci, Benita Berg, and Eva Ärlemalm-Hagsér examined the use of the outdoor environment as a pedagogical resource for children's play and learning. Through interpretive qualitative research, teachers reflected on both opportunities and challenges in outdoor play. The findings highlight numerous benefits for children's engagement in outdoor activities, emphasizing the crucial role of educators' involvement and commitment. However, the study also identifies significant constraints, such as lack of variation, limited access, and inconsistent teacher commitment, which hinder the effective use of outdoor environments in daily pedagogical practice.

Educational Approaches with ΑΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus

A team of Greek researchers systematically analyzed the use of AI in primary education for children aged 4–12 by reviewing 35 SCOPUS-indexed articles. The study, following PRISMA guidelines, categorized findings by research objectives, learning content, outcomes, activities, and pedagogical approaches. The main objectives were creating, implementing, and evaluating AI tools. Learning content included AI in STEM, language learning, mathematics, arts, and other subjects. Activities were categorized as application and interaction, project-based learning, experiential practice, and students as tutors. Outcomes were cognitive, affective, and psychomotor, with pedagogical approaches including constructivism, experiential learning, AI-assisted learning, and project-based learning. 

Opportunities

Education Program Consultant, Kansas Dept. of Education
Policy Area Director, Families & Children, MDRC
Secretary, Department of Early Childhood, Illinois
Policy Analyst, Early & Elementary Education, New America
Children and Family Fellowship, AECF
Education Program Consultant, Kansas Dept. of Education
Professional Learning Manager, McCormick Center