Children’s school readiness in socioeconomically diverse pre-K classrooms

The association between school-level SES and emergent literacy in Italy (La relación entre el nivel socioeconómico a nivel de centro escolar y la alfabetización emergente en Italia)

“…The socio-economic composition of early childhood educational settings is rarely considered in policy discussion (Slicker & Hustedt, 2019), which is counter-intuitive considering the consensus around the benefits of early education, especially for at-risk children. Prior studies have stressed the importance of targeting multiple aspects of the literacy environment as a means of supporting the development of young children from low-income families (Rodriguez et al, 2009).…”

“…Rara vez se tiene en cuenta la composición socioeconómica del entorno durante la infancia temprana en el debate político (Slicker & Hustedt, 2019), lo que resulta contradictorio si tenemos en cuenta el consenso existente sobre los beneficios de la educación temprana, especialmente para los niños en riesgo. Estudios previos ponen de relieve la importancia de abordar múltiples aspectos del entorno de alfabetización como una forma de respaldar el desarrollo de los niños de familias con bajo nivel de ingresos (Rodriguez et al, 2009).…”

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

“…However, there is little empirical evidence to support this idea. In fact, interventions that involve mixing children from high- and low-SES backgrounds, such as private school contexts or mixed housing, show only potential positive benefits for children from higher-SES households ( Schechter and Bye, 2007 ; for a review see Slicker and Hustedt, 2020 ). Importantly, criticism of socioeconomic desegregation argues that efforts like mixed-income classrooms can unintentionally harm lower-SES students’ academic performance and well-being when implemented without acknowledging their strengths and social value ( Crosnoe, 2009 , Odgers et al, 2015 ).…”

Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India

“…Early childhood is a very critical period in terms of the child's maturation, growth and developmental progress (Erbay & Durmuşoğlu Saltalı, 2020;Saygın, 2019;Slicker & Hustedt, 2019). It is extremely important that the education of children, who are in such a critical and rapid development process, is supported by carefully prepared educational curricula withoutsparing any room for accidental occurrences.…”