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Direct linkGerde, Hope K.; Duke, Nell K.; Moses, Annie M.; Spybrook, Jessaca; Shedd, Meagan K. – Early Education and Development, 2014
Research Findings: Examining the effects of professional development of the early childhood workforce that fit within the constraints of government policy is crucial for identifying types and amounts of effective training and informing child care policy. The present study used a cluster-randomized trial to evaluate the effects of a professional…
Descriptors: Professional Development, Child Care, Child Care Centers, Child Caregivers
Dunbar, Kristina; Ridha, Aala; Cankaya, Ozlem; Jiménez Lira, Carolina; LeFevre, Jo-Anne – Early Education and Development, 2017
Research Findings: Children who speak English are slower to learn the counting sequence between 11 and 20 compared to children who speak Asian languages. In the present research, we examined whether providing children with spatially relevant information during counting would facilitate their acquisition of the counting sequence. Three-year-olds…
Descriptors: Computation, Young Children, English, Spatial Ability
Cozzani, Francesca; Zanobini, Mirella; Usai, Maria Carmen – Early Education and Development, 2016
Research Findings: This study aims to evaluate the efficacy of linguistic training based on the use of the Drežancic method in educational settings. It is hypothesized that characteristics of this method, based on the typical stages of linguistic and cognitive development, could influence both language competence and executive function (EF). A…
Descriptors: Executive Function, Control Groups, Child Care Centers, Experimental Groups
