Early Learning and School Readiness: Can Early Intervention Make a Difference?

2004 ◽  
Vol 50 (4) ◽  
pp. 471-491 ◽  
Author(s):  
Craig T. Ramey ◽  
Sharon L. Ramey
Keyword(s):  
Early Intervention ◽  
School Readiness ◽  
Early Learning

Supporting School Readiness Skills and Home Literacy Environment in Young Children Who Are Deaf and Hard of Hearing

2020 ◽  
pp. 199-215
Author(s):  
Loes Wauters ◽  
Jean L. DesJardin ◽  
Evelien Dirks
Keyword(s):  
Early Intervention ◽  
School Readiness ◽  
Emergent Literacy ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Book Reading ◽  
Literacy Environment ◽  
Emergent Literacy Skills ◽  
Readiness Skills

School readiness captures the skills, prior to formal schooling, that are necessary for children to achieve later academic and social-emotional success. Language and emergent literacy skills are important components of school readiness and lay the foundation for later reading skills. In this chapter, child (e.g., age of identification and enrollment in early intervention, hearing device use), family (e.g., socioeconomic status, parental beliefs), and home literacy environment (e.g., quantity and quality of shared book reading) factors will be presented as they directly relate to children’s development of school readiness skills. Implications are discussed for parents and professionals in early intervention about how interventions focused on parent–child interaction can contribute to language and emergent literacy skills.

Balancing the School Readiness Equation in Early Learning Environments

2014 ◽  
Vol 90 (6) ◽  
pp. 418-426 ◽  
Author(s):  
Christopher P. Brown ◽  
Hali Pickard
Keyword(s):  
School Readiness ◽  
Learning Environments ◽  
Early Learning

scholarly journals Children's mental health and the transition to school: systemic issues in Ontario

2021 ◽  
Author(s):  
Ingrid McKhool
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
School Readiness ◽  
Social Inclusion ◽  
Current Model ◽  
Early Years ◽  
Measurement Development ◽  
Transition To School ◽  
Community Based ◽  
Mental Wellness

Early intervention in mental health is critical to school readiness and social functioning, and mental wellness is linked to student achievement and success through the life span. Children aged four to six entering school with unaddressed mental health issues may struggle academically and socially, charting a course for low academic achievement that compromises their life chances. Many children are not captured through the Ministry of Education’s labeling of exceptionalities or approach to inclusion. In addition, the current model lacks a systematic approach to monitoring the effectiveness of services. This study compiled descriptive statistics through a secondary analysis of previously collected community-based mental health services data in Ontario to better understand the needs of children four to six and the services provided to them before they enter school. Results were discussed in the context of a critical review of the literature related to mental health, early years and inclusion in school and community contexts. Recommendations include improved system measurement, development of a more age-focused community-based early intervention system and a reconceptualized practice of social inclusion to support children’s transition to school.

scholarly journals Children's mental health and the transition to school : systemic issues in Ontario

2021 ◽  
Author(s):  
Ingrid McKhool
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
School Readiness ◽  
Social Inclusion ◽  
Current Model ◽  
Early Years ◽  
Measurement Development ◽  
Transition To School ◽  
Community Based ◽  
Mental Wellness

Early intervention in mental health is critical to school readiness and social functioning, and mental wellness is linked to student achievement and success through the life span. Children aged four to six entering school with unaddressed mental health issues may struggle academically and socially, charting a course for low academic achievement that compromises their life chances. Many children are not captured through the Ministry of Education's labeling of exceptionalities or approach to inclusion. In addition, the current model lacks a systematic approach to monitoring the effectiveness of services. This study compiled descriptive statistics through a secondary analysis of previously collected community-based mental health services data in Ontario to better understand the needs of children four to six and the services provided to them before they enter school. Results were discussed in the context of a critical review of the literature related to mental health, early years and inclusion in school and community contexts. Recommendations include improved system measurement, development of a more age-focused community-based early intervention system and a reconceptualized practice of social inclusion to support children's transition to school.

scholarly journals Clinical outcomes and associated predictors of early intervention in autism spectrum disorder: a study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. e047290
Author(s):  
Anne Masi ◽  
Cheryl Dissanayake ◽  
Tasha Alach ◽  
Kate Cameron ◽  
Kathryn Fordyce ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Early Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Family Characteristics ◽  
Adaptive Behaviour ◽  
Family History Questionnaire

IntroductionResearch highlights the importance of early intervention for children with autism spectrum disorder with better outcomes associated with earlier access to early intensive intervention (EII) programmes. However, there is significant variability in response to EII despite children receiving the same programmes.Methods and analysisA prospective, multisite cohort study using a pre–post design assesses the predictors of early intervention outcomes for children who receive EII through six early intervention services (Autism Specific Early Learning and Care Centres, ASELCCs) across Australia. Child and family characteristics at entry to and exit from ASELCCs are ascertained using measures of autism symptoms (Autism Diagnostic Observation Schedule-2; Social Communication Questionnaire); cognitive, language and developmental skills (Mullen Scale of Early Learning); adaptive function (Vineland Adaptive Behaviour Scale—second Edition); behaviours (Child Behaviour Checklist—1.5 to 5 years; Restricted Repetitive Behaviour Scale); parental stress (Parent Stress Index-4 Short Form); quality of life (Quality of Life in Autism Scale) and a semistructured family history questionnaire for sociodemographic, family and psychosocial characteristics. Characteristics at entry are used as predictors of outcome at exit following EII approximately 12 months later. The change in score from baseline to exit will be the primary outcome of interest. The mediating role of family and psychosocial factors will also be considered.Ethics approvalUniversity of New South Wales Human Research Ethics Committee (HC14267).Dissemination of resultsFindings will be published in peer-reviewed journals and presented at conferences. A report summarising data and the interpretation of data will be published.

scholarly journals Children's mental health and the transition to school: systemic issues in Ontario

2021 ◽  
Author(s):  
Ingrid McKhool
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
School Readiness ◽  
Social Inclusion ◽  
Current Model ◽  
Early Years ◽  
Measurement Development ◽  
Transition To School ◽  
Community Based ◽  
Mental Wellness

Early intervention in mental health is critical to school readiness and social functioning, and mental wellness is linked to student achievement and success through the life span. Children aged four to six entering school with unaddressed mental health issues may struggle academically and socially, charting a course for low academic achievement that compromises their life chances. Many children are not captured through the Ministry of Education’s labeling of exceptionalities or approach to inclusion. In addition, the current model lacks a systematic approach to monitoring the effectiveness of services. This study compiled descriptive statistics through a secondary analysis of previously collected community-based mental health services data in Ontario to better understand the needs of children four to six and the services provided to them before they enter school. Results were discussed in the context of a critical review of the literature related to mental health, early years and inclusion in school and community contexts. Recommendations include improved system measurement, development of a more age-focused community-based early intervention system and a reconceptualized practice of social inclusion to support children’s transition to school.

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