Children at the Center: Transforming Early Childhood Education in the Boston Public Schools by Betty Bardige, Megina Baker, and Ben Mardell. Cambridge, MA: Harvard Education Press, 2018. 249 pp., $32.00.

2019 ◽  
Vol 125 (3) ◽  
pp. 479-485
Author(s):  
Barbara Beatty
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Boston Public Schools

Impact of using interactive devices in Spanish early childhood education public schools

2018 ◽  
Vol 35 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Estefanía Martín ◽  
David Roldán-Alvarez ◽  
Pablo A. Haya ◽  
Cristina Fernández-Gaullés ◽  
Cristian Guzmán ◽  
...  
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Childhood Education

scholarly journals Effects of early childhood education attendance on achievement, social skills, behaviour, and stress

2018 ◽  
Vol 35 (3) ◽  
pp. 287-297 ◽  
Author(s):  
Marta Regina Gonçalves CORREIA-ZANINI ◽  
Edna Maria MARTURANO ◽  
Anne Marie Germaine Victorine FONTAINE
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Social Skills ◽  
Early Childhood Education ◽  
Externalizing Behavior ◽  
Socioeconomic Background ◽  
Childhood Education ◽  
Stress Symptoms ◽  
Behavioral Variables ◽  
3Rd Grade

Abstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results.

Creating a Leadership Learning Community

2020 ◽  
pp. 50-69
Author(s):  
Marisa Macy ◽  
Jacqueline Towson ◽  
Judith Levin
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Public Schools ◽  
Graduate Students ◽  
Early Childhood Education ◽  
Learning Community ◽  
Childhood Education

A blended approach where pre-service and in-service professionals attend the same professional development event has the potential to create a leadership learning community. Bidirectional opportunities can result from a professional development format where experienced in-service professionals spend time with pre-service professionals. Public schools and universities can play a part in providing valuable resources to the community. This study shares how a leadership learning community was created by blending professional development to serve the needs of pre-service graduate students and in-service professionals in the field of early childhood education.

scholarly journals Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery

2021 ◽  
Vol 11 ◽  
Author(s):  
Ignasi Navarro-Soria ◽  
José Daniel Álvarez-Teruel ◽  
Lucía Granados-Alós ◽  
Rocío Lavigne-Cerván
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Academic Success ◽  
Early Childhood Education ◽  
Primary School ◽  
Primary Education ◽  
Cognitive Skills ◽  
Odds Ratio ◽  
Aptitude Test ◽  
Childhood Education

The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.

scholarly journals APPRAISING THE LEVEL OF PARTICIPATION IN EARLY CHILDHOOD EDUCATION BY PUBLIC AND PRIVATE SCHOOLS IN NORTH CENTRAL NIGERIA

2017 ◽  
Vol 17 (2) ◽  
pp. 10
Author(s):  
Habibatu Madami Yisa ◽  
Y A Fasasi ◽  
Bala Bakwai Kwashabawa
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Private Schools ◽  
Curriculum Implementation ◽  
Public And Private ◽  
Head Teachers ◽  
North Central ◽  
Childhood Education ◽  
School Head

This study investigated the level of participation in Early Childhood Education (ECE) by public and private schools in North-central, Nigeria. The objectives of this study were to determine: (i) the level of participation by public schools in ECE; (ii) the level of participation by private schools in ECE (iv) whether there is difference in the level of participation by public and private in ECE schools in Nigeria. The descriptive survey design was employed for the study. The target population comprised 4,378 ECE school head teachers in North-central, Nigeria. Random and proportional sampling techniques were used to select a sample of 1,531 ECE school head teachers.  A validated instrument entitled “Public and Private Schools Participation Questionnaire” (PPSPQ) with 0.72 and index was used to collect data. Mean and rank-ordering were used to answer research questions. Independent t-test was used to test the hypothesis at 0.05 significance level. Findings of this study revealed that public schools had medium level participation (teacher quality mean = 45.1, supervision mean = 34.5, curriculum implementation mean = 44. 5 and provision of facilities mean = 24.2). It was also found that private schools had high level of participation (teacher quality mean = 42.2, supervision mean = 65.6, curriculum implementation mean = 54.7, and provision of facilities = 56.4). It was recommended that the government should participate fully in the education of pre-schoolers and upgrade the current low level of ECE facilities in public schools. Frequent visitation of public and private schools by quality assurance officers of ministries of education should be carried out to improve the quality of ECE provision in schools.  

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