Assessment and Instruction in Early Childhood Education: Early Literacy as a Microcosm of Shifting Perspectives

Casbergue, Renée M.

doi:10.1177/0022057410190001-204

Cited by 4 publications

(2 citation statements)

References 16 publications

(9 reference statements)

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“…In addition, these curricula are currently expected to deliver results not only in the general areas of child development but also in foundational academic competencies. With the academic (mostly ‘constrained’) skills more amenable to change short-term ( Casbergue, 2010 ; McCormick et al, 2021 ), play-based curricula often find themselves at a disadvantage compared to skill-based curricula when children get assessed on discrete academic skills only. Unfortunately, it is becoming harder and harder to use previous studies, including the classic Perry Preschool study ( Schweinhart, 2019 ), in defense of play-based programs because of the changes in school readiness expectations.…”

Section: Locating Play In the Space Of Sel Interventionsmentioning

confidence: 99%

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Bodrova¹,

Leong²,

Yudina

2023

Front. Psychol.

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When a social-emotional learning (SEL) intervention is implemented in an early childhood classroom, it often involves play. Some interventions even list play as its main component. However, the advocates of play arguing for the return of play in early childhood education (ECE) classrooms still have difficulty convincing the proponents of more rigorous academic instruction. These proponents cite research pointing to the insufficient evidence of the positive effect of play on children’s short- and longer-term social, emotional, cognitive, and behavioral outcomes as well as their overall well-being. We believe that there are multiple issues with play-based interventions’ design, implementation, and evaluation that might account for this insufficient evidence. In our paper, we discuss the numerous ways play does (or does not) feature in SEL interventions and how it might affect the outcomes of these interventions. We also examine the methodological challenges of having child-controlled play as a component of an SEL intervention. While we are not proposing a specific protocol for re-evaluation of the results of existing interventions, we outline some ways such re-evaluation can be possible in the future, along with the development and evaluation of new play-based SEL interventions.

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Section: Locating Play In the Space Of Sel Interventionsmentioning

confidence: 99%

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Bodrova¹,

Leong²,

Yudina

2023

Front. Psychol.

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“…Early reading and math are the only emphases of certain school readiness assessments, whilst other tests emphasize physical or social-emotional development (Daily et al, 2012). Early academic assessment frequently uses direct assessment, but developmental assessment frequently involves observation (Bradbury, 2014;Casbergue, 2011). However, research has indicated that when determining a child's readiness for school, a whole-child approach that takes into account both academic and developmental skills may be the most effective (Daily et al, 2012;Davoudzadeh et al, 2015;Yoon, 2015).…”

Section: Introductionmentioning

confidence: 99%

Understanding Teachers’, School Principals, and Early Childhood Education Experts’ Perception of O-Class Program for Children’s School Readiness: A Qualitative Study

Zekarias¹,

Zhao²

2023

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Only one in five children in the low-income country have access to pre-primary schooling. The greatest benefits would come from early childhood education programs for those who are least likely to participate in them (UNICEF, 2018). This study aimed to explore teachers', school principals, and early childhood education experts' perceptions of O-class programs for children's school readiness. A phenomenological research design under a qualitative approach was used. Participants included 16 O-class principals (6 male and 10), 10 teachers (2 male and 8 female), and 5 ECE experts (all male). The researchers measured teachers' perceptions towards culturally responsive and locally available resources in the O-class through interviews and school principals and ECE experts perceived the success and challenges of the O-class program for children's school readiness through focus group discussions. From the analysis, eight themes emerged. Our data demonstrate that the O-class program increases parental and child attendance, benefiting children's school readiness. This implies that children from disadvantaged backgrounds, who are still less likely to have taken part in the O-class program, do not have the same opportunity to advance in the first few years of elementary school. Overall, children's school readiness is impacted by resource limitations, background differences, and learning difficulties. Finally, based on the main findings, conclusion, areas for additional study, and implications for policy and practice were suggested.

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Using Data Systems to Inform Early Childhood Practice

McLachlan¹,

McLaughlin²,

Cherrington³

et al. 2022

Early Childhood Research and Education: An Inter-Theoretical Focus

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Assessment and Instruction in Early Childhood Education: Early Literacy as a Microcosm of Shifting Perspectives

Cited by 4 publications

References 16 publications

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Understanding Teachers’, School Principals, and Early Childhood Education Experts’ Perception of O-Class Program for Children’s School Readiness: A Qualitative Study

Using Data Systems to Inform Early Childhood Practice

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