Disparities in Early Learning and Development:Lessons from the Early Childhood Longitudinal Study--Birth Cohort (ECLS-B)

Autor/inn/en	Halle, Tamara; Forry, Nicole; Hair, Elizabeth; Perper, Kate; Wandner, Laura; Wessel, Julia; Vick, Jessica
Institution	Child Trends
Titel	Disparities in Early Learning and Development:Lessons from the Early Childhood Longitudinal Study--Birth Cohort (ECLS-B)
Quelle	(2009), (39 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Longitudinal Studies; Child Development; Emergent Literacy; Cohort Analysis; Age Groups; Social Characteristics; Demography; Social Development; Well Being; Early Intervention; Infants; Cognitive Development; Emotional Development; Differences; At Risk Students; Disadvantaged + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; Frühleseunterricht; Kohortenanalyse; Age grop; Altersgruppe; Gesellschaftsbild; Demografie; Soziale Entwicklung; Well-being; Wellness; Wohlbefinden; Infant; Toddler; Toddlers; Kleinkind; Kognitive Entwicklung; Gefühlsbildung; Unterscheiden
Abstract	Education and business leaders as well as the public at large have grown increasingly concerned about the achievement disparities that children from at-risk backgrounds manifest at a young age. Early childhood initiatives that take into account the entire preschool period of 0 to 5 years need a better understanding of the disparities which may be emerging at the very youngest ages in order to address these gaps with effective, targeted interventions for children ages 0 to 3 or the full age range from birth to school entry. This brief uses data from a nationally-representative sample of infants born in the year 2001 to examine multiple socio-demographic characteristics that may be associated with developmental disparities at 9 and 24 months of age. The authors examine developmental outcomes in three domains: cognitive development, general health, and social-emotional development. The authors conclude that causal relationships among the factors presented cannot be inferred in an indicators report, and this specific report cannot explain the reasons for any identified disparities by each of the demographic characteristics considered. However, indicators of wellbeing can inform society about social conditions and influence current policy discussions, including needs assessment and planning, goal-setting, and accountability. A Technical Appendix includes additional technical information on the developmental measures and analyses used in this report. (Contains 15 footnotes, 11 figures and 6 tables. Report and appendix are individually referenced.) (ERIC).
Anmerkungen	Child Trends. 4301 Connecticut Avenue NW Suite 350, Washington, DC 20008. Tel: 202-572-6000; Fax: 202-362-8420; Web site: http://www.childtrends.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10