The Developmental Status of Young Children in Indiana. Research Report

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Autor/inn/en	Nores, Milagros; Harmeyer, Erin; Connors-Tadros, Lori; Li, Zijia
Institution	National Institute for Early Education Research (NIEER)
Titel	The Developmental Status of Young Children in Indiana. Research Report
Quelle	(2023), (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Young Children; Child Development; Status; Early Childhood Education; Child Care; Evaluation; Infants; Toddlers; Preschool Children; Educational Policy; Evidence Based Practice; Educational Quality; Literacy; Child Behavior; Language Skills; Cognitive Development; Social Development; Emotional Development; Vocabulary Development; Intelligence Tests; Verbal Ability; Cognitive Tests; Achievement Tests; Indiana; Peabody Picture Vocabulary Test; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Evaluierung; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Wortschatzarbeit; Intelligence test; Intelligenztest; Mündliche Leistung; Kognitiver Fähigkeitstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
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. The evaluation included assessments of infant, toddler, and preschooler children's developmental status in multiple domains at two time points to measure growth. Commissioned by Early Learning Indiana (ELI), with generous support from Lilly Endowment Inc., this study aims to provide Indiana programs and policymakers with research-based information on the quality of early childhood programs, as well as the learning and development status of young children birth to five in the state. 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. For infants and toddlers, we found lower developmental levels in language, cognition, and socio-emotional levels relative to what we expected due to maturation alone. At baseline, the children of preschool age in the sample had lower levels of literacy and math skills compared to their typical peers, but they had similar language and executive function skills. During the study period, the children made strong gains in vocabulary and showed expected growth in math and executive functions relative to peers their age. However, their literacy skills showed slower growth than typical, and in fact, they lost relative to their peers in standard scores. 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 full report, "Evaluation of Early Childhood Programs & Child Development in Indiana. Second Report. Commissioned by Early Learning Indiana," see ED628943. For the Research Brief, "Quality in Early Childhood Care and Education Programs in Indiana. Research Report," see ED628949.] (As Provided).
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