Weekly E-News
July 26, 2024
Hot Topics
The study leverages 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 preschool program was funded by an Indigenous organization that offered admissions preference and free tuition to Indigenous students. Children who participated in the program had 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. These new results are important because the methodology provides a strong basis for valid causal estimates, indigenous populations have not be well-represented in past research, and these long-term outcomes have clear implications for return on the investment in preschool education.
NIEER Activity
NIEER's Associate Director of Technical Assistance GG Weisenfeld and Assistant Research Professor Erin Harmeyer presented at the National Association for Family Child Care (NAFCC) annual conference on Tuesday, July 24. In their session "Building the Momentum for PreK in Family Child Care," participants learned about how states and cities are already including FCC educators in publicly-funded pre-K programs, and strategies for future inclusion and implementation. Read more about the work informing this session here.
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
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
A recent study in the Raya-Kobo and Angot Districts found that children work an average of 49.9 hours per week. Conflict, inflation, and socio-cultural factors drive work and lead many to drop out of early education. 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. The study urges comprehensive action from governments, educational institutions, NGOs, and transport organizations. Authored by Bamlaku Alamirew Alemu and Mengistu Abate Weldeyesus.
Research
This study calls attention to 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. Children in these programs had improved outcomes. Key adaptations included using children's home languages and qualified implementers. The study was authored by Kizzy Albritton, Adrienne Stuckey, Kelsey Klatka, and Kenia Cruz.
Researchers from China examined the impact of occupational stigma on preschool teachers' work engagement. They found 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.
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. 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.
A Greek team 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
The Authors
Ashley Davison is the Director of Communications for NIEER. In her role, she leads the institute’s development and implementation of audience-centric marketing and media strategies. Through a broad use of digital and content marketing, she seeks to elevate the position of the NIEER, leadership, and mission-related work.
About NIEER
The National Institute for Early Education Research (NIEER) at the Graduate School of Education, Rutgers University, New Brunswick, NJ, conducts and disseminates independent research and analysis to inform early childhood education policy.
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