The roles of birth inputs and outputs in predicting health, behaviour and test scores in early childhood

Over the past decade, there has been a growing interest in learning analytics for research in education and psychology. It has been shown to support education by predicting learning performances such as school completion and test scores of students in late elementary and above. In this chapter, the authors discuss the potential of learning analytics as a computational thinking assessment in early childhood education. They first introduce learning analytics by discussing its various applications and the benefits and limitations that it offers to the educational field. They then provide examples of how learning analytics can deepen our understanding of computational thinking through observing young children's engagement with ScratchJr: a tablet coding app designed for K-2 students. Finally, they close this chapter with future directions for using learning analytics to support computer science education.

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Measuring Unobserved Variables in Educational Inequality Research: Mathematics and Language 'Abilities' in Early Childhood

10.31235/osf.io/tyhrg ◽

2019 ◽

Author(s):

Alejandra Rodríguez Sánchez

Keyword(s):

Early Childhood ◽

Measurement Error ◽

Cognitive Abilities ◽

Test Scores ◽

Social Inequalities ◽

Educational Inequality ◽

Theory Of Measurement ◽

Measurement Model ◽

Measurement Models ◽

Validation Framework

Evidence of social inequalities in cognitive abilities in early childhood has been documented in many societies; however, three characteristics of the data used to measure cognitive constructs make it difficult to quantify inequalities across groups. First, a causal understanding of validity is not compatible with the standard validation framework, which forces researchers to think critically what it means to measure unobserved constructs. Second, test scores only provide ordinal information about individuals, they are not interval scales and require the use of suitable corresponding methods for their study. Third, measurement invariance, which causes measurement error, may make comparison of test scores across groups invalid. The paper explores these three data problems applied to standardized tests---one mathematics and two language assessments---taken by a cohort of German children. The paper proposes a comparative validation framework for researchers based on nonparametric psychometric models and the representational theory of measurement. This framework can help researchers to determine if data fit the assumptions of a measurement model, to check for various forms of measurement error, and to overcome potential issues. A comparison of competing statistical modeling alternatives reveals substantial differences: By conceptualizing ability as ordinal instead of interval and excluding items that do not fit the assumptions of measurement models, I find a reduction in effect sizes for typical covariates studied in social stratification research.

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Penerapan Metode Bermain Peran untuk Meningkatkan Kemampuan Bersosialisasi Pada Pendidikan Anak Usia Dini

Persona Jurnal Psikologi Indonesia ◽

10.30996/persona.v4i1.494 ◽

2015 ◽

Vol 4 (1) ◽

Author(s):

Nurul Aida ◽

Rr. Amanda Pasca Rini

Keyword(s):

Early Childhood ◽

Social Skills ◽

Study Design ◽

Test Scores ◽

Measuring Instruments ◽

Test Design ◽

Social Ability ◽

The Social ◽

Post Test ◽

Group A

This study aims to contain a statement that proves the influence the play of role methods to social skills of children. The subjects were 15 children and the characteristics of the subjects are: a ) children aged 4-5 years ( group A ) , b ) indicates a low social skills. The study design used one group pre - test - post - test design. Measuring instruments in this study used the Social Ability Scale from Likert Scale adaptation ( Scale Social Ability ) . Method of analysis used Mann - Whitney / Wilcoxon , to know descriptives Statistics for different test scores of pre - test and post - test . The Results of Mann - Whitney / Wilcoxon inter- rater high enough ( pre - test and post-test 86.80 154.07 . Results of Mann - Whitney / Wilcoxon shows that learning to play of role method can improve social skills of early childhood ( p = 0.000 ).

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Predicting Preschool Speech/Language Referral-Status with the Lollipop Test and the Cognitive-Language Profile of the Early Screening Profiles

Perceptual and Motor Skills ◽

10.2466/pms.1995.80.3.1025 ◽

1995 ◽

Vol 80 (3) ◽

pp. 1025-1026 ◽

Cited By ~ 3

Author(s):

Lawrence Eno ◽

Paula Woehlke

Keyword(s):

Early Childhood ◽

Clinical Judgment ◽

Test Scores ◽

Screening Test ◽

Speech And Language ◽

Early Screening ◽

Referral Status ◽

Language Screening

603 preschoolers who attended early childhood screenings were administered the Lollipop Test, the Cognitive Language Profile of the Early Screening Profiles, and the Fluharty Preschool Speech and Language Screening Test. Scores from the Lollipop and the Cognitive-Language Profile significantly predicted speech/language referral-status based on Fluharty scores and clinical judgment.

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Neural Activity during Natural Viewing of Sesame Street Statistically Predicts Test Scores in Early Childhood

PLoS Biology ◽

10.1371/journal.pbio.1001462 ◽

2013 ◽

Vol 11 (1) ◽

pp. e1001462 ◽

Cited By ~ 94

Author(s):

Jessica F. Cantlon ◽

Rosa Li

Keyword(s):

Early Childhood ◽

Neural Activity ◽

Test Scores ◽

Sesame Street

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The Econometrics of Early Childhood Human Capital and Investments

Annual Review of Economics ◽

10.1146/annurev-economics-080217-053409 ◽

2021 ◽

Vol 13 (1) ◽

pp. 487-513

Author(s):

Flavio Cunha ◽

Eric Nielsen ◽

Benjamin Williams

Keyword(s):

Human Capital ◽

Early Childhood ◽

Test Scores ◽

Measurement Errors ◽

The Other ◽

Production Functions ◽

Research Directions ◽

Skill Formation ◽

Recent Developments ◽

New Research

This article reviews recent developments in the econometrics of early childhood human capital and investments. We start with a discussion about the lack of cardinality in test scores, the reasons it matters for empirical research on human capital, and the approaches researchers have used to address this problem. Next, we discuss how the literature has accounted for the errors in human capital measurements and investments. Then, we focus on the estimation of production functions of human capital. We present two different specifications of the production function and discuss when to use one versus the other. We describe how researchers have addressed cardinality, measurement errors, and endogeneity of inputs to estimate the technology of skill formation. Finally, we take stock of the work to date, and we identify opportunities for new research directions in this field.

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