Home, preschool and school coordination boosts achievement
Children whose minds are stimulated in several early childhood settings—home, preschool, and school—have higher achievement in elementary school. What matters is not whether children's learning is supported at home, or stimulated in preschool or in elementary school, but that all three of these occur.
That's the conclusion of a new study published in the May/June 2010 issue of Child Development.
"The study has implications for policy as Congress reauthorizes the No Child Left Behind Act," notes Robert Crosnoe, associate professor of sociology at the University of Texas at Austin, the study's lead author. "Ou
That's the conclusion of a new study published in the May/June 2010 issue of Child Development.
"The study has implications for policy as Congress reauthorizes the No Child Left Behind Act," notes Robert Crosnoe, associate professor of sociology at the University of Texas at Austin, the study's lead author. "Ou
Parent involvement continues to be important in elementary years
Promoting parent involvement has been a big part of efforts to improve school performance. A new study has found that children whose parents were more involved across elementary school had fewer problem behaviors and better social skills, but that children's academics weren't affected.
The study, in the May/June 2010 issue of the journal Child Development, is based on information about more than 1,300 children from 10 U.S. cities who were followed from birth to fifth grade. They are part of the Study of Early Childcare and Youth Development, a longitudinal study carried out under the auspices of the Eunice
The study, in the May/June 2010 issue of the journal Child Development, is based on information about more than 1,300 children from 10 U.S. cities who were followed from birth to fifth grade. They are part of the Study of Early Childcare and Youth Development, a longitudinal study carried out under the auspices of the Eunice
Links between child care and academic achievement, behavior persist into adolescence
Teens who were in high-quality child care settings as young children scored slightly higher on measures of academic and cognitive achievement and were slightly less likely to report acting-out behaviors than peers who were in lower-quality child care arrangements during their early years, according to the latest analysis of a long-running study funded by the National Institutes of Health.
And teens who had spent the most hours in child care in their first 4½ years reported a slightly greater tendency toward impulsiveness and risk-taking at 15 than did peers who spent less time in child care.
And teens who had spent the most hours in child care in their first 4½ years reported a slightly greater tendency toward impulsiveness and risk-taking at 15 than did peers who spent less time in child care.
