Research Findings: Kindergarten is the gateway to education and a point of great variability in children's knowledge and skills. As a result, there is keen interest in kindergarten entry assessments (KEAs) to understand and address gaps in early skills. This study rigorously investigated the Commonwealth of Pennsylvania's Kindergarten Entry…

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes "readiness." Vermont's concept of children's readiness is multidimensional; it includes social and…

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes "readiness." Vermont's concept of children's readiness is multidimensional; it includes social and…

Assessing children's movement competence (MC) offers numerous benefits for academics, practitioners, clinicians and children, allowing individuals to meet children's developmental needs and improve their MC. Yet, there is concern that currently available assessment tools only provide a single plane (fundamental movement skills) perspective of a…

The purpose of the Early Childhood Essentials Framework is to synthesize and communicate the essential skills and competencies children should be acquiring before they enter kindergarten and the related skills and competencies early childhood educators must cultivate in order to provide high-quality early learning experiences that will set all…

The assessment of fundamental motor skills in early learners is critical to the overall well-being and physical development of the students within the physical education setting. Olrich (2002) has suggested that any physical education program must be designed to assess both measures of physical fitness and fundamental motor skills in all students.…

The manual describes procedures involved in administering and scoring a neurodevelopmental examination of children from birth to 2 years of age. The test is designed to be easily incorporated into routine health programs. The instrument is easily learned, quickly administered, objectively based, and capable of producing early evidence of…

The aim of the present study is to see whether children exposed to long daily traveling to and from school are hampered in their physical development. (Author)

Chapter 1 of this document on learner outcomes in early childhood education (ECE) discusses the values, educational philosophy, mission, and goals of the Minnesota State Board of Education. Chapter 2 describes components of an effective early childhood program, the role and purpose of ECE, and emerging issues in ECE. An overview of learner…

Ninety-six children from a high-iodine Chinese village were found to have higher goiter incidence, thyroid gland volume, and urinary/creatinine ratio than 51 children from an iodine-normal village. All children from both villages were euthyroid. Excess iodine did not substantially affect the children's physical or intellectual growth. (Author/JDD)

Focusing on the development of systematic observation procedures, this document provides guidance in choosing methods to assess the development of children within an early childhood program. The document discusses how to use observation data to guide decisions about curriculum and teaching, provide feedback on educational and developmental…

The report documents activities and findings of the Preschool Evaluation Project which is developing a model for evaluating program provision to handicapped preschoolers and creating a longitudinal data base to track the short- and long-term progress of preschool children receiving special services in Montgomery County, Maryland. During the first…

As part of the Project ACTIVE (All Children Totally InVolved Exercising) Teacher Training Model Kit, the manual is designed to provide ACTIVE adopters and potential adopters with: a realistic basis for assessing and evaluating the physical and motor proficiency of ambulatory individuals who are mentally retarded, learning disabled, or emotionally…

The curriculum guide for teachers of trainable mentally retarded (TMR) children identifies numerous skills appropriate to three developmental levels (level one, chronological age (CA) 4 to 10 years and mental age (MA) 1 to 5 years; level two, CA 10 to 15 years and MD 3.5 to 7 years; level three, CA 15 to 18 years and MA 5 to 8 years) in the areas…