Sustaining Early Childhood Learning Gains最新文献

英文中文

School-Related and Family Processes Leading to Long-Term Intervention Effects 导致长期干预效果的学校相关和家庭过程

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.011

A. Reynolds, Suh-Ruu Ou, C. Mondi, M. Hayakawa

引用次数: 2

Sustaining Gains from Early Childhood Intervention: The Abecedarian Program 幼儿干预的持续收益:初级教育计划

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.013

F. Campbell, Yi Pan, M. Burchinal

引用次数: 7

Quality and Continuity in Young Children’s Educational Experiences 幼儿教育经验的质量和连续性

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.008

D. Stipek

引用次数: 0

Teacher Influences and Program Effectiveness in Early Childhood Education 幼儿教育中教师的影响和项目的有效性

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.004

Gregory Camilli

引用次数: 0

Patterns of Experiences across Head Start and Kindergarten Classrooms That Promote Children’s Development 学前教育和幼儿园课堂促进儿童发展的经验模式

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.007

Andrew J. Mashburn, R. Yelverton

引用次数: 3

Enhancing Children’s Outcomes since “Eager to Learn” 自“好学”以来提高儿童成绩

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.015

Barbara T. Bowman

引用次数: 0

What Can We Learn from State-of-the-Art Early Childhood Education Programs? 我们能从最先进的早期儿童教育项目中学到什么?

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.006

Beth Meloy, Madelyn Gardner, M. Wechsler, D. Kirp

引用次数: 3

Reframing Policy and Practice Deliberations 重新规划政策和实践审议

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.016

C. Ramey, S. Ramey

Early education experiments have produced varied outcomes. The “classic” long-term studies, as well as more recent studies, affirm many practical benefits that extend into elementary school – most consistently, reductions in grade repetition and special education placement – and result in healthier, more productive adult lives. Despite decades of thoughtful critique, the myth of a fade-out effect persists. We conclude that when early education yields large and enduring effects, this likely is the result of both (1) building a robust early learning foundation via high-quality and sufficient dosage supports in the first 5 years of life and (2) affording reasonably strong subsequent educational, family, and/or community experiences. This is because human competence and neuroplasticity benefit from cognitive, social, and health opportunities across the lifespan. In this paper, we reflect on our 40+ years of experience in this field – from directly designing and implementing randomized controlled trials of multiple types of center-based early care and education programs as well as home visiting programs to advising and often reviewing and evaluating large-scale community, state, national, and international programs. We propose a set of hallmarks that we think distinguish the majority of programs that produced large magnitude and multiple life-course (and intergenerational) benefits. We hope these hallmarks will contribute to a reframing of policy and practice deliberations, resulting in a far greater consensus about how our communities can realistically and promptly reduce the large and burdensome educational inequalities and health disparities that continue to plague our nation’s lowest income and most marginalized children and families. The great divide within in the U.S., if not effectively curbed, will lessen the future for our democracy and will be a blight on all citizens and communities. Background to Understanding Successful Life-Course Studies The first set of pioneering early education experiments launched in the 1960s answered the question “Can children born into poverty benefit from educational enrichment prior to entering school?” with a resounding “Yes” (Lazar et al, 1982; C. Ramey, 1982). These social experiments, fueled by humanitarian concerns about poverty Ramey, C.T., & Ramey, S.L. (2017 in press). Reframing policy and practice deliberations: Twelve hallmarks of strategies to attain and sustain early childhood gains. In A.J. Reynolds, J.A. Temple, A.J. Rolnick, & Human Capital Research Collaborative (Eds.). Sustaining early childhood learning gains: Program, school, and family influences. United Kingdom: Cambridge University Press.

早期教育实验产生了不同的结果。“经典的”长期研究，以及最近的研究，肯定了许多延伸到小学的实际好处——最一致的是，减少留级和特殊教育的安置——并导致更健康，更有成效的成年生活。尽管经过了几十年深思熟虑的批判，但“消退效应”的神话仍然存在。我们的结论是，当早期教育产生巨大而持久的影响时，这可能是两方面的结果:(1)在生命的前5年通过高质量和充足的剂量支持建立强大的早期学习基础;(2)提供合理强大的后续教育，家庭和/或社区经验。这是因为人类的能力和神经可塑性受益于整个生命周期中的认知、社会和健康机会。在本文中，我们反思了我们在这一领域40多年的经验——从直接设计和实施多种类型的以中心为基础的早期护理和教育项目以及家访项目的随机对照试验，到建议和经常审查和评估大型社区、州、国家和国际项目。我们提出了一套标志，我们认为这些标志区分了大多数产生大量和多生命过程(和代际)利益的项目。我们希望这些标志将有助于重新制定政策和实践审议，从而就我们的社区如何能够现实和迅速地减少巨大而繁重的教育不平等和健康差距达成更大的共识，这些不平等和健康差距继续困扰着我国最低收入和最边缘化的儿童和家庭。美国内部的巨大分歧，如果不能得到有效遏制，将削弱我们民主的未来，并将成为所有公民和社区的祸根。20世纪60年代开展的第一组开创性的早期教育实验回答了这样一个问题:“出生在贫困家庭的儿童能否从入学前的教育充实中受益?”回答“是”(Lazar et al, 1982;Ramey, 1982)。这些社会实验受到对贫困的人道主义关切的推动(Ramey, c.t.， & Ramey, S.L.)。重新制定政策和实践审议:实现和维持幼儿期成果的十二个战略标志。见A.J.雷诺兹，J.A.坦普尔，A.J.罗尼克，&人力资本研究合作(编)。维持幼儿学习成果:项目、学校和家庭的影响。英国:剑桥大学出版社。

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引用次数: 1

The Child–Parent Center Preschool-to-Third-Grade Program 儿童-家长中心学前到三年级课程

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.009

A. Reynolds

引用次数: 0

State Policies That Support Children’s Literacy through Pre-K–Third Grade Education 通过学前至三年级教育支持儿童识字的国家政策

Sustaining Early Childhood Learning Gains

Pub Date : 2019-01-10 DOI: 10.1017/9781108349352.010

Laura A Bornfreund, A. Lieberman

引用次数: 0

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