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Long Term Persistence of Preschool Intervention on Children's Mathematical Development: Results from the German Model Project "Kindergarten of the Future in Bavaria"
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Lehrl, Simone; Kluczniok, Katharina; Rossbach, Hans-Guenther; Anders, Yvonne – Global Education Review, 2017
The present study examines how attending the German model project "Kindergarten of the Future in Bavaria" (KiDZ), which provided 138 children (aged 3 to 6) with traditional preschool stimulation combined with cognitive and domain-specific stimulation, is associated with children's competencies in mathematics over time to age 12 compared…
Descriptors: Foreign Countries, Preschool Education, Mathematics Skills, Mathematics Instruction
Infant Attention and Early Childhood Executive Function
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Cuevas, Kimberly; Bell, Martha Ann – Child Development, 2014
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory,…
Descriptors: Executive Function, Early Childhood Education, Attention, Infants
Why Curriculum Matters in Early Childhood Education.
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Schweinhart, Lawrence J.; Weikart, David P. – Educational Leadership, 1998
Assesses effectiveness of three preschool curriculum models by examining the lives of 68 23-year-olds randomly assigned to one such group as economically disadvantaged preschoolers. Young people experienced fewer emotional problems and felony arrests if they had attended a preschool program based on child-initiated learning activities geared to…
Descriptors: Child Development, Developmentally Appropriate Practices, Economically Disadvantaged, Emotional Problems
Principles into Practice: Improving the Quality of Children's Early Learning. Phase One Report [and] Interim Report: Year Two (June 1994 to May 1995).
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Blenkin, G. M.; And Others – 1995
This report presents the main findings of the first phase of an ongoing study on improving the quality of children's early learning in England and Wales. The purpose of the project is to investigate the ways in which early learning in group settings can be improved by raising the quality of the practice of those professionals who work with young…
Descriptors: Child Development, Curriculum Development, Developmentally Appropriate Practices, Early Childhood Education
Principles into Practice: Improving the Quality of Children's Early Learning (Year One: June 1993 to May 1994). Interim Report, Early Childhood Education Research Project.
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Blenkin, Geva M.; Yue, Nora Y. L. – 1994
This ongoing study is designed to examine the quality of early childhood education in England and Wales, identifying key aspects of professional ability crucial to the quality of children's learning. It also seeks to generate criteria for promoting the development of these aspects of professional ability and to develop consequent criteria for…
Descriptors: Case Studies, Child Development, Curriculum Development, Developmentally Appropriate Practices
Five Years Old & Competent: A Summary of the Main Findings of the First Stage of the Competent Children Project for Parents and Early Childhood Education Teachers.
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Wylie, Cathy – 1996
The longitudinal "Competent Children" project is intended to discover what impact family resources and early childhood education experiences have on the development of children's cognitive, social, communicative, and problem-solving competencies. This booklet summarizes the main findings of the first stage of this project. The report…
Descriptors: Academic Achievement, Change, Child Development, Childhood Needs