scholarly journals Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

2013 ◽  
Vol 103 (3) ◽  
pp. e72-e77 ◽  
Author(s):  
Nanhua Zhang ◽  
Harolyn W. Baker ◽  
Margaret Tufts ◽  
Randall E. Raymond ◽  
Hamisu Salihu ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Public Schools ◽  
Lead Exposure ◽  
Detroit Public Schools

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

The Genetic–Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood

2007 ◽  
Vol 78 (6) ◽  
pp. 1855-1869 ◽  
Author(s):  
Jean-Pascal Lemelin ◽  
Michel Boivin ◽  
Nadine Forget-Dubois ◽  
Ginette Dionne ◽  
Jean R. Séguin ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
School Readiness

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.

scholarly journals PENGEMBANGAN KREATIVITAS ANAK USIA DINI MELALUI ORIGAMI

2019 ◽  
Vol 5 (1) ◽  
pp. 61
Author(s):  
Uswatun Hasanah ◽  
Dian Eka Priyantoro
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Simple Method ◽  
Paper Folding ◽  
Excellent Activity ◽  
The Subject

Everyone has different abilities. Reflecting from the diversity of different abilities, it should be necessary to do various ways in developing those abilities. One of the individual's abilities is creativity. Creativity is an important ability to develop, even in various elements of education. In this case, educators play an important role to develop that ability. Creativity is very important to develop, because creativity has a big influence and adequate to contribute in one's life, for example in academic achievement. The art of paper folding or origami, is an excellent activity to stimulate creativity as well as build a structured mind power in children. Because the subject of this activity is an early childhood, then this activity is designed with a simple method. Children who follow this activity are only told to look, then practice together and they may even form another pattern they want.

scholarly journals A Comparison of the Academic Achievement of Home School and Public School Students

2017 ◽  
Vol 7 (3) ◽  
pp. 01 ◽  
Author(s):  
Lyn Boulter
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Grade Level ◽  
School Effectiveness ◽  
Written Language ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
Significant Difference

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups.  Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities).  The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

scholarly journals The Developmental and Educational Impact of Hearing Impairment in Aboriginal Children Living in Remote Australia – A Data Linkage Study

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Md Shajedur Rahman Shawon,
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Hearing Impairment ◽  
Early Childhood Development ◽  
School Attendance ◽  
Childhood Development ◽  
Effect Sizes ◽  
Attendance Rates ◽  
Confounding Variables ◽  
Aboriginal Children

IntroductionHigh prevalence of otitis media (OM) and hearing impairment (HI) in Aboriginal children in Australia’s Northern Territory (NT) is well documented. HI may be associated with poorer outcomes in early childhood development, school attendance and academic achievement. However, these associations have not been investigated in this population. Objectives and ApproachRetrospective cohort studies were conducted to investigate the association between HI and three education-related outcomes in Aboriginal children living in remote NT communities. The explanatory variable for all studies was audiometrically determined hearing levels. The outcome measures were Australian Early Development Census (AEDC) results, representing developmental outcomes at around age 5 years; Year 1 school attendance rates; and, National Assessment Program – Literacy and Numeracy (NAPLAN) results for Year 3 for academic achievement. Relevant confounding variables from available linked datasets were controlled for in the statistical analyses. ResultsCompared with normal hearing children, after adjustment for selected confounding factors, children with HI had higher risk for being developmentally vulnerable in two or more of the five AEDC domains (adjusted odds ratio 1.69); lower AEDC domain score sum (-1.60~-2.40); scoring lower in Numeracy (by 15.2 points), Writing (by 13.4-15.6 points) and Spelling (by 5.0 points) domains of NAPLAN; and having lower attendance rates (attending 4.0-5.6 fewer days in Year 1). Severer HI categories generally yielded greater effect sizes. Notably, across the studies, some confounding variables included in the analysis yielded substantially greater effect sizes. Conclusion / ImplicationsOM-related HI has a negative impact on early childhood development, Year 1 school attendance and academic achievement in Year 3 in Aboriginal children living in remote NT communities. To improve the developmental and educational outcomes it is important to detect HI at an early age and provide effective educational support, in addition to clinical and audiometric management.

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