scholarly journals The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Megan M. McClelland ◽  
Christopher R. Gonzales ◽  
Claire E. Cameron ◽  
G. John Geldhof ◽  
Ryan P. Bowles ◽  
...  
Keyword(s):  
Head Start ◽  
Young Children ◽  
Low Income ◽  
Academic Outcomes ◽  
Growth Models ◽  
Self Regulation ◽  
The United States ◽  
Time Points ◽  
Catch Up ◽  
Literacy Scores

The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4–6years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children’s scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children’s math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children’s initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.

Family context of low-income young children and their self-regulation in the United States and Turkey

2018 ◽  
Vol 190 (11) ◽  
pp. 1712-1724
Author(s):  
Mefharet Veziroglu-Celik ◽  
Aileen Garcia ◽  
Ibrahim H. Acar ◽  
Mubeccel Gonen ◽  
Helen Raikes ◽  
...  
Keyword(s):  
United States ◽  
Young Children ◽  
Low Income ◽  
Self Regulation ◽  
The United States ◽  
Family Context

scholarly journals Reconceptualizing civic education for young children: Recognizing embodied civic action

2019 ◽  
Vol 15 (1) ◽  
pp. 35-46
Author(s):  
Katherina A. Payne ◽  
Jennifer Keys Adair ◽  
Kiyomi Sanchez Suzuki Colegrove ◽  
Sunmin Lee ◽  
Anna Falkner ◽  
...  
Keyword(s):  
United States ◽  
Decision Making ◽  
Head Start ◽  
Young Children ◽  
Lived Experience ◽  
Civic Education ◽  
The United States ◽  
Civic Action ◽  
Civic Skills ◽  
Early Childhood Settings

Traditional conceptions of civic education for young children in the United States tend to focus on student acquisition of patriotic knowledge, that is, identifying flags and leaders, and practicing basic civic skills like voting as decision-making. The Civic Action and Young Children study sought to look beyond this narrow vision of civic education by observing, documenting, and contextualizing how young children acted on behalf of and with other people in their everyday early childhood settings. In the following paper, we offer examples from three Head Start classrooms to demonstrate multiple ways that young children act civically in everyday ways. When classrooms and teachers afford young children more agency, children’s civic capabilities expand, and they are able to act on behalf of and with their community. Rather than teaching children about democracy and citizenship, we argue for an embodied, lived experience for young children.

Low-income children’s readiness for group-based learning at age 3 and prekindergarten outcomes at age 5

2020 ◽  
Vol 18 (3) ◽  
pp. 259-274
Author(s):  
Hannah B Mudrick ◽  
JoAnn L Robinson ◽  
Holly E Brophy-Herb
Keyword(s):  
United States ◽  
Low Income ◽  
Social Communication ◽  
Academic Outcomes ◽  
Effortful Control ◽  
The United States ◽  
Classroom Learning ◽  
Classroom Adjustment ◽  
The Relationship ◽  
Early Developmental

Although 3-year-olds in the United States may attend prekindergarten prior to formal school entry in kindergarten, few investigations focus on the socioemotional foundations of classroom learning at age 3 and their relationship to later achievement. This study examined the relationship between age 3 readiness for group-based learning, modeled as the latent constructs, effortful control and social communication, and age 5 classroom adjustment and pre-academic outcomes. Data from the Early Head Start Research and Evaluation Project in the United States ( n = 797) included observations, direct assessment, and examiner and teacher report. Children’s effortful control predicted classroom adjustment and their social communication predicted pre-academic outcomes. Readiness for group-based learning provides a way to describe key constructs of early skill development and a framework to support children’s classroom learning. Implications include promoting parents’ and educators’ capacities to support early developmental foundations for later adjustment and learning by fostering infants’ and toddlers’ effortful control and social communication. Efforts to support these skills simultaneously across diverse experiences in the home and classroom by focusing on children’s individual needs may prove advantageous.

scholarly journals CONVERGÊNCIA E DIVERGÊNCIA NOS NÍVEIS DE RENDA PER CAPITA: UMA CRÍTICA À APLICABILIDADE DOS MODELOS NEOCLÁSSICOS DE CRESCIMENTO ECONÔMICO

2004 ◽  
Vol 30 (2) ◽  
Author(s):  
Daniel Almeida Fonseca ◽  
José Luís Oreiro
Keyword(s):  
United States ◽  
World War Ii ◽  
Capita Income ◽  
Growth Models ◽  
The United States ◽  
Per Capita Income ◽  
World War ◽  
Catch Up ◽  
Per Capita ◽  
Neoclassical Growth

O artigo pretende analisar em que medida os modelos neoclássicos de crescimento econômico – mais especificamente, o modelo de Solow (1956, 1957), o modelo de Mankiw, Romer e Weill (1992) e o modelo de Romer (1990) – são capazes de explicar a divergência global nos níveis de renda per capita nos últimos dois séculos e a convergência nos níveis de renda per capita e o catch-up ocorridos entre Europa e Estados Unidos no período do Pós Segunda Guerra Mundial. Com efeito, trata-se de uma confrontação entre teoria e prática, de modo a analisar de que forma tais modelos explicam (ou não) os fatos supramencionados. No trabalho, demonstra-se que a ocorrência dos fatos anteriormente mencionados deveu-se fundamentalmente às diferenças do progresso técnico existente entre as economias (no caso da divergência) e à redução de tais disparidades entre os Estados Unidos e a Europa no período de tempo imediatamente após a 2.a Guerra Mundial (no caso da convergência e do catch-up). Na verdade, tenta-se demonstrar que os modelos apresentados não conseguem explicar satisfatoriamente os fatos ocorridos, sendo válidos apenas em casos específicos. O que o artigo se propõe a expor é que a realidade do crescimento econômico mundial é bastante diferente das conclusões dos modelos neoclássicos considerados. Abstract This work intends to analyze in which way the neoclassical growth models – more specifically, Solow (1956, 1957), Mankiw, Romer and Weill (1992) and Romer (1990) – are capable to explain the global divergence on the levels of per capita income over the last two centuries and the convergence on the levels of per capita income and the catch-up occurred between Europe and the United States after World War II. In fact, it is a confrontation between theory and practice, in order to view in which way these models explain (or not) the above-mentioned facts. During the present work, we demonstrate that the occurrence of these facts were mainly caused by differences on technological progress between economies (case of divergence) and the reduction of such disparities between the United States and Europe on the period of time immediately after World War II (case of convergence and catch-up). In fact, we try to demonstrate that these models are incapable to give a satisfactory explanation to the occurred facts, being only valid on specific cases. The work tries to propose that the reality of global economic growth differs considerably from the conclusions of the considered neoclassical growth models.

scholarly journals Investigating Early Childhood Teachers’ Perceptions of a Preschool Yoga Program

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882175 ◽  
Author(s):  
Kenya Wolff ◽  
Alicia Stapp
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Self Regulation ◽  
School Setting ◽  
The United States ◽  
Physical Development ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Area Of Interest ◽  
Cognitive Benefits

Yoga for young children has become a growing area of interest in early childhood settings across the United States. Evidence suggests that yoga has the ability to improve young children’s physical development, executive functioning, self-regulation, and can aid in decreasing stress and anxiety. While the scope of research on yoga for young children has primarily focused on the experiences and outcomes of the children who participate, far less is known about the experiences and perceptions of teachers who have engaged in such programs with their students. This study utilized a qualitative case study to investigate teachers’ perceptions of yoga in a school setting. It took place at a laboratory preschool in North Mississippi over the course of 6 months from January to June 2017. A variety of qualitative research methods were employed to garner data including semi-structured interviews, classroom visits, and observations of weekly yoga classes. Findings from the study revealed teachers perceive the benefits of yoga to be increased physical development, self-regulation, and socioemotional skills, along with behavioral and cognitive benefits in the classroom. In addition, teacher buy-in was found to be critical to program success, as the teachers who perceived yoga positively were more willing to incorporate it into their classroom, thus extending its benefits. Of particular interest were reports by preschool teachers of students who continued to use yoga in their daily lives and retain many of the skills learned in yoga even months after they had taken yoga classes.

A Modifying the Instrument of Self-Regulation in Early Childhood Assessment

2019 ◽  
Vol 13 (1) ◽  
pp. 114-127
Author(s):  
Retno Pangestuti ◽  
Anissa Lestari Kadiyono ◽  
Surya Cahyadi ◽  
Hendriati Agustiani
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Child Development ◽  
Head Start ◽  
Confirmatory Factor Analysis ◽  
School Readiness ◽  
Low Income ◽  
Self Regulation ◽  
Attentional Focus ◽  
Confirmatory Factor

Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use. Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability References Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11. Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6). Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525. Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698. Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting. Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4). Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174. Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA). Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328. Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012. Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70

scholarly journals Neuropsychological outcomes on Head Start III: a prospective, multi-institutional clinical trial for young children diagnosed with malignant brain tumors

2020 ◽  
Vol 7 (3) ◽  
pp. 329-337
Author(s):  
Sharon H O’Neil ◽  
Ashley M Whitaker ◽  
Kimberly Kayser ◽  
Mary Baron Nelson ◽  
Jonathan L Finlay ◽  
...  
Keyword(s):  
Brain Tumor ◽  
Head Start ◽  
Young Children ◽  
Pediatric Brain Tumor ◽  
The United States ◽  
Outcome Data ◽  
Individual Variability ◽  
Hematopoietic Progenitor Cell ◽  
High Dose ◽  
Increased Risk

Abstract Background Current pediatric brain tumor treatment focuses on titrating toxicity based on risk factors while simultaneously improving survivorship. The Head Start (HS) protocols I to IV (1991-present) use high-dose chemotherapy (HDCTx) with an aim of reducing or eliminating cranial irradiation in very young children, the most vulnerable to its effects. Methods We examined estimated Full Scale IQ, overall Adaptive Functioning, Working Memory, Processing Speed, and Verbal and Nonverbal Memory outcome data for 43 HS III patients diagnosed between ages 2 months and 7 years from 15 institutions in the United States and Canada. Results At a mean of 5.12 years postdiagnosis, the HS III patients performed within the average to low-average ranges across these variables; however, individual variability was noted with scores ranging from superior to impaired, and the sample as a whole performed lower than age expectations. Performance did not significantly differ by sex or ethnicity, diagnosis, or for those treated with an intravenous methotrexate dose of 400 mg/kg vs 270 mg/kg. Additionally, performance did not significantly differ by age at diagnosis or length of follow-up. Conclusions The results, indicating overall average to low-average neurocognitive functioning, are encouraging, though significant individual variability was noted. Those who were younger at diagnosis, received more intensive methotrexate, and were further out from treatment were not at significantly increased risk of cognitive decline within our sample, suggesting a strategy of using HDCTx and autologous hematopoietic progenitor cell rescue to reduce or eliminate irradiation may allow for continued CNS development in young children treated for a brain tumor.

Double Down or Switch It Up: Should Low-Income Children Stay in Head Start for 2 Years or Switch Programs?

2018 ◽  
Vol 42 (3) ◽  
pp. 283-317
Author(s):  
Jade Marcus Jenkins ◽  
Terri J. Sabol ◽  
George Farkas
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Low Income ◽  
Fixed Effects ◽  
First Grade ◽  
The United States ◽  
Behavioral Skills ◽  
Alternative Care ◽  
Second Year ◽  
Head Start Center

Background: Recent growth in subsidized preschool opportunities in the United States for low-income 4-year-old children has allowed federal Head Start programs to fund more slots for 3-year-old children. In turn, when Age-3 Head Start participants turn four, they may choose to switch into one of the many alternative care options or choose to stay in Head Start for a second year. Objectives: We analyze a nationally representative sample of Age-3 Head Start participants to examine whether children who stay in Head Start for a second year at Age 4 exhibit greater school readiness and subsequent cognitive and behavioral performance compared with children who switch out of Head Start into alternative care. We also examine differences between children who stay at the same Head Start center at Age 4 with those who switch to a different Head Start center. Research Design: Child fixed effects analyses coupled with inverse probability of treatment weights to remove observable, time-invariant differences between Head Start stayers and switchers. Subjects: Cohort of Age-3 Head Start attendees from the Head Start Impact Study. Measures: Child cognitive and behavioral skills assessed by trained administrators annually at ages 3–7. Results: Age-3 Head Start participants’ outcomes do not differ at the end of preschool, kindergarten, or first grade based on their choice of Age-4 program. Staying at the same Head Start center for 2 years may be beneficial for behavioral skills. Conclusions: For low-income families, there exist many equally beneficial options to support their children’s school readiness through public preschool programs.

A Safety Net Unraveling: Feeding Young Children During COVID-19

2021 ◽  
Vol 111 (1) ◽  
pp. 116-120
Author(s):  
Katherine W. Bauer ◽  
Jamie F. Chriqui ◽  
Tatiana Andreyeva ◽  
Erica L. Kenney ◽  
Virginia C. Stage ◽  
...  
Keyword(s):  
Young Children ◽  
Low Income ◽  
Safety Net ◽  
The United States ◽  
Federal State ◽  
Adult Care ◽  
Low Income Children ◽  
Early Child Care ◽  
Food Programs ◽  
State And Local

The emergence of COVID-19 in the United States led most states to close or severely limit the capacity of their early child-care and education (ECE) programs. This loss affected millions of young children, including many of the 4.6 million low-income children who are provided free meals and snacks by their ECE programs through support from the federal Child and Adult Care Food Program (CACFP). Although Congress swiftly authorized waivers that would allow CACFP-participating ECE programs to continue distributing food to children, early evidence suggests that most ECE programs did not have the capacity to do so, leaving a fragmented system of federal, state, and local food programs to fill the gaps created by this loss. Critical steps are needed to repair our nation’s fragile ECE system, including greater investment in CACFP, to ensure the nutrition, health, and development of young children during the COVID-19 pandemic and beyond.

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