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Effects of Classroom Practices and Funding Streams on Early Childhood Learning Outcomes
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Ma, Xin; Shen, Jianping; Brandi, Karen; Lu, Xuejin; Baron, Marc – Early Education and Development, 2021
Research Findings: Using a stratified random sample of 1494 preschoolers from 387 classrooms, we examined the relationship of early language and cognitive outcomes of children to classroom practices of early care and education practitioners and funding streams at various administrative levels in a survey-based pretest-posttest design. Results of…
Descriptors: Early Childhood Education, Classroom Techniques, Educational Finance, Financial Support
Evaluating the Criterion Validity of the Canadian Little DCDQ: Associations between Motor Competence, Executive Functions, Early Numeracy Skills, and ADHD in Early Childhood
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Hudson, Kesha N.; Willoughby, Michael T. – Grantee Submission, 2021
The Canadian Little Developmental Coordination Disorder Questionnaire (Little DCDQ-CA) is a parent-report screening instrument that identifies 3- to 4-year-old children who may be at risk for Developmental Coordination Disorder (DCD). We tested the criterion validity of the Little DCDQ-CA in a sample of preschool-aged children in the United States…
Descriptors: Disability Identification, At Risk Persons, Preschool Children, Screening Tests
Short Report: Improving Motor Competence Skills in Early Childhood Has Corollary Benefits for Executive Function and Numeracy Skills
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Hudson, Kesha N.; Ballou, Haley M.; Willoughby, Michael T. – Grantee Submission, 2020
Previous studies have documented that individual differences in fine and gross motor skills are associated with executive function (EF) skills. This study used an experimental design to test whether participating in cognitively challenging motor skills activities was causally related to improvements in motor skills and two key indicators of school…
Descriptors: Psychomotor Skills, Competence, Executive Function, Numeracy
Short Report: Improving Motor Competence Skills in Early Childhood Has Corollary Benefits for Executive Function and Numeracy Skills
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Hudson, Kesha N.; Ballou, Haley M.; Willoughby, Michael T. – Developmental Science, 2021
Previous studies have documented that individual differences in fine and gross motor skills are associated with executive function (EF) skills. This study used an experimental design to test whether participating in cognitively challenging motor skills activities was causally related to improvements in motor skills and two key indicators of school…
Descriptors: Psychomotor Skills, Competence, Executive Function, Numeracy
Using Number Games to Support Mathematical Learning in Preschool and Home Environments
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Lange, Alissa A.; Brenneman, Kimberly; Sareh, Narges – Early Education and Development, 2021
Research Findings: This study evaluated the effects of an early mathematics intervention designed to engage preschool children, their teachers, and their families in an interactive mathematics game. Previous research shows that playing this specific type of linear board game results in increased numerical skills and understanding in young children…
Descriptors: Early Intervention, Preschool Children, Game Based Learning, Teaching Methods
Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach
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Schmitt, Sara A.; Geldhof, G. John; Purpura, David J.; Duncan, Robert; McClelland, Megan M. – Journal of Educational Psychology, 2017
The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using 2 complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling (LCGM).…
Descriptors: Executive Function, Mathematics Instruction, Transitional Programs, Kindergarten
Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach
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PDF on ERIC Download full text
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Schmitt, Sara A.; Geldhof, G. John; Purpura, David J.; Duncan, Robert; McClelland, Megan M. – Grantee Submission, 2017
The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across four waves of measurement during the transition from preschool to kindergarten using two complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling…
Descriptors: Executive Function, Mathematics Instruction, Transitional Programs, Kindergarten