Evaluation of Early Childhood Programs & Child Development in Indiana. Second Report. Commissioned by Early Learning Indiana

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Nores, Milagros; Harmeyer, Erin; Connors-Tadros, Lori; Li, Zijia; Contreras, Carol
Institution	National Institute for Early Education Research (NIEER); Early Learning Indiana (ELI)
Titel	Evaluation of Early Childhood Programs & Child Development in Indiana. Second Report. Commissioned by Early Learning Indiana
Quelle	(2023), (78 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Infants; Toddlers; Preschool Children; Program Effectiveness; Language Usage; Child Development; Early Childhood Education; Child Care; Vocabulary Development; Literacy; Child Behavior; Educational Policy; Culturally Relevant Education; Evidence Based Practice; Parents; Early Childhood Teachers; Parent Attitudes; Preferences; Preschool Education; Program Evaluation; Indiana + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachgebrauch; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Wortschatzarbeit; Alphabetisierung; Schreib- und Lesefähigkeit; Politics of education; Bildungspolitik; Eltern; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Elternverhalten; Programme evaluation; Programmevaluation
Abstract	The National Institute for Early Education Research (NIEER) conducted a landscape evaluation of early childhood programs in Indiana (IN) between the spring of 2021 and the summer of 2022. Commissioned by Early Learning Indiana (ELI), this study provides Indiana programs and policymakers with research-based information on the quality of a sample of 321 classrooms in 206 programs in Indiana and the developmental growth of 715 infants, toddlers and preschoolers in these classrooms. The evaluation focused on understanding the impact of various program components on program quality across a variety of types of early care and education programs in the state. In addition, the report describes the developmental growth of the children in the sampled programs (n= 223 infants and toddlers; n= 492 preschoolers.) The study found that despite the intervening impact of the pandemic on program operations, the results of independent assessments of quality over two time periods from 2021 to 2022 were stable. Children in this sample experienced environments that on average were warm, caring, and supportive. However, findings indicate low levels of language and instructional support observed over time for all age groups. This study employed a set of standardized child assessments designed to measure learning across various domains that are psychometrically valid, proven to discriminate effects in intervention studies, and appropriate for the age range of birth to five. The study found that on average, all children showed significant growth in receptive vocabulary, regardless of their enrollment location or center type. However, literacy development lagged for all children similarly, regardless of where children were enrolled. Overall, children also showed improvements in externalizing behaviors. The report discusses the policy implications of these findings on children's developmental status and considering the findings on program quality, we recommend that the state provide all educators with the necessary tools to effectively support children's healthy growth and development. This includes enriched, culturally responsive curriculum and instructional resources, effective assessments to measure and drive progress for classrooms and children, sustained professional development, and actionable data for continuous improvement. [For the Research Briefs: "Quality in Early Childhood Care and Education Programs in Indiana. Research Report," see ED628949; and "The Developmental Status of Young Children in Indiana. Research Report," see ED628952.] (ERIC).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01