Giving Young Students a Bigger Slice of the Pie (Chart) – NIEER

Extract from an article by Shannon Riley-Ayers, Ph.D., Sharon Ryan, Ed.D., Alexandra Figueras-Daniel, Ph.D. and Vincent J. Costanza, Ed.D. Ever ask a child what they did in school? Often the reply is “Nothing” or “I don’t remember.” Or, maybe, “Stuff.”  You just can’t rely on young students to explain what they learned, how they learned … [Read More] Giving Young Students a Bigger Slice of the Pie (Chart) – NIEER

Children Understand Far More about Other Minds than Long Believed- The Conversation

Extract from an article by Henrike Moll, Assistant Professor in Developmental Psychology, University of Southern California. Until a few decades ago, scholars believed that young children know very little, if anything, about what others are thinking. Swiss psychologist Jean Piaget, who is credited with founding the scientific study of children’s thinking, was convinced that preschool children … [Read More] Children Understand Far More about Other Minds than Long Believed- The Conversation

Early Childhood, Vocational Education and the Danger of History Repeating – The Mandarin

Extract from an article by Sarah Pilcher & Stacey Fox Market forces proved disastrous for the VET sector, but there is time to ensure similar changes to early childhood education and care sector do not cause a similar crisis. Researchers from the Mitchell Institute explore the lessons for the Commonwealth’s childcare plan. There have been some … [Read More] Early Childhood, Vocational Education and the Danger of History Repeating – The Mandarin

Self-regulation as a correlate of weight status in preschool children – Early Child Development and Care

ABSTRACT The primary aim of this study was to examine associations between executive functioning (EF) and child weight status (categorized from body mass index [BMI] percentiles) in a sample of preschool children. Participants included 80 preschool children (mean age?=?4.17 years, female?=?52%). Hierarchical regression analyses as well as analysis of covariance were used to test hypotheses. … [Read More] Self-regulation as a correlate of weight status in preschool children – Early Child Development and Care

Enriching Preschool Classrooms and Home Visits with Evidence-based Programming: Sustained benefits for low-income children – Journal of Child Psychology and Psychiatry

ABSTRACT Background: Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal … [Read More] Enriching Preschool Classrooms and Home Visits with Evidence-based Programming: Sustained benefits for low-income children – Journal of Child Psychology and Psychiatry

Unpacking Socio-economic Risks for Reading and Academic Self-concept in Primary School: Differential effects and the role of the preschool home learning environment – British Journal of Educational Psychology

ABSTRACT Background: Uncertainty remains concerning how children’s reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. Aims: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children’s reading abilities and academic self-concept between 7 and 10 years. Sample:n = 3,172 British children aged 3–10 years … [Read More] Unpacking Socio-economic Risks for Reading and Academic Self-concept in Primary School: Differential effects and the role of the preschool home learning environment – British Journal of Educational Psychology

Cognitive Mediators of Reading Comprehension in Early Development – Contemporary School Psychology

ABSTRACT Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest … [Read More] Cognitive Mediators of Reading Comprehension in Early Development – Contemporary School Psychology

Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood – Journal of Abnormal Child Psychology

ABSTRACT Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors … [Read More] Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood – Journal of Abnormal Child Psychology

It’s Special and It’s Specific: Understanding the Early Childhood Education Experiences and Expectations of Young Indigenous Australian Children and Their Parents – Australian Educational Researcher

ABTSRACT Whilst early childhood education is regarded as important for young Indigenous Australians and it has been a feature of policy since the 1960s, it does not receive the same attention as compulsory schooling for Indigenous Australian students. A serious lack of large-scale research contributes to the devaluing of early childhood education for young Indigenous … [Read More] It’s Special and It’s Specific: Understanding the Early Childhood Education Experiences and Expectations of Young Indigenous Australian Children and Their Parents – Australian Educational Researcher

Can Training Your Working Memory Make You Smarter? We reviewed the evidence – The Conversation

Extract from an article by Giovanni Sala, PhD Candidate, Cognitive Psychology & Fernand Gobet, Professor of Decision Making and Expertise, University of Liverpool. We would all like to boost our cognitive ability beyond the limits set by Mother Nature. So it’s no wonder that brain-training programmes – which typically focus on training our working memory – are a … [Read More] Can Training Your Working Memory Make You Smarter? We reviewed the evidence – The Conversation

Foundations of Mathematics and Literacy: The role of executive functioning components – Journal of Experimental Child Psychology

Highlights Prior research connecting EF and academic skills generally used broad measures. Response inhibition is related to most math skills and only print for literacy skills. Cognitive flexibility is related to more conceptual mathematics and literacy skills. Working memory is related to more advanced mathematics and literacy skills. Results provide a foundation for future investigations … [Read More] Foundations of Mathematics and Literacy: The role of executive functioning components – Journal of Experimental Child Psychology

Examining the Predictive Relations Between Two Aspects of Self-regulation and Growth in Preschool Children’s Early Literacy Skills – Developmental Psychology

ABSTRACT There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, … [Read More] Examining the Predictive Relations Between Two Aspects of Self-regulation and Growth in Preschool Children’s Early Literacy Skills – Developmental Psychology

Promoting Risk-taking and Physically Challenging Play in Australian Early Childhood Settings in a Changing Regulatory Environment – Journal of Early Childhood Research

ABSTRACT This article presents data from a survey of Early Childhood Education and Care services in Australia. The study investigated outdoor play provision in terms of space, resources and planning for risk-taking in play. Overall, the results indicate that the participating centres are well-resourced to promote physical play, but vary in terms of opportunities for … [Read More] Promoting Risk-taking and Physically Challenging Play in Australian Early Childhood Settings in a Changing Regulatory Environment – Journal of Early Childhood Research

The Function of Executive Function: Everyday manifestations of regulated thinking in preschool settings – Early Childhood Education Journal

ABSTRACT Executive function (EF) encompasses higher-order mental processes necessary for the conscious control of thought and action in the service of goals. Once thought not to apply to children at all, EF is now at the center of a burgeoning body of research on young children over the last 10-15 years indicating that it is … [Read More] The Function of Executive Function: Everyday manifestations of regulated thinking in preschool settings – Early Childhood Education Journal

Most Little Learners in Preschool 15+ Hours a Week – Australian Bureau of Statistics

Media release: Almost 9 out of 10 four year olds and 2 in 10 five year olds were enrolled in a preschool program in 2016, according to a report published today by the Australian Bureau of Statistics (ABS). ABS spokesperson Michelle Marquardt reported that across the nation in 2016, there were 344,676 children aged four … [Read More] Most Little Learners in Preschool 15+ Hours a Week – Australian Bureau of Statistics

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