Neighborhood Community Risk Influences on Preschool Children's Development and School Readiness

Hanson, Marci J.; Miller, Angela D.; Diamond, Karen E.; Odom, Samuel L.; Lieber, Joan; Butera, Gretchen; Horn, Eva; Palmer, Susan B.; Fleming, Kandace

doi:10.1097/iyc.0b013e3182008dd0

Cited by 47 publications

(43 citation statements)

References 2 publications

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“…These findings confirm the tendency in the literature to pathologise adolescent peer influence and further reinforce the categorisation of peer influence into mutually exclusive categories as either positive or negative (Hanson, Miller & Diamond, 2011). The non-users' suggestions to actively avoid negative peers, in order to reduce susceptibility to drug use, and to increase association with positive peers for the inverse effect, resonate with the tendency to categorise adolescent peers as either negative or positive (Kim et al, 2002).…”

Section: Discussion Of Findingssupporting

confidence: 77%

Peer Risk and Protective Factors in Adolescence: Implications for Drug Use Prevention

Goliath

Pretorius

2016

SWORK

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Evidence-based practice guidelines for drug use prevention with adolescents propose focusing on increasing protective factors and reducing risk factors associated with drug use. The present article reports on a qualitative study undertaken with 10 adolescent drug users and 29 non-users from a historically marginalised community in Port Elizabeth, South Africa. The findings reveal peer risk and protective factors associated with drug use, and offer recommendations for how protective factors can be increased and peer risk factors mobilised as protective mechanisms and sources for promoting resilience in drug use prevention among adolescents.

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Section: Discussion Of Findingssupporting

confidence: 77%

Peer Risk and Protective Factors in Adolescence: Implications for Drug Use Prevention

Goliath

Pretorius

2016

SWORK

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“…As described in Author el al (2012), the PPVT-R was adapted to the Zambian context by dropping culturally unsuitable items, and was translated into the local language. As a critical pre-literacy skill, letter naming is often used as an indicator of school readiness (Hanson et al, 2011;Prior, Bavin, & Ong, 2011). In this task, children were shown a sheet with 24 upper-and lower-case characters, and asked to name the letters aloud.…”

Section: Measures and Testing Proceduresmentioning

confidence: 99%

Early Childhood Education, Child Development and School Readiness: Evidence from Zambia

Zuilkowski¹,

Fink

Moucheraud

et al. 2012

SAJCE

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While early childhood education has received increasing attention in the developing world in recent years, relatively little evidence is available from sub-Saharan Africa on its effects on child development and subsequent school enrolment. We use a prospective case-control design to evaluate the developmental impact of a community-based early childhood center in an urban area in Zambia. Comparing 40 children attending the center to 40 children not attending the center from the same community, we find that center attendance was associated with significantly better performance in an assessment of task orientation, and was also weakly associated with increased letter familiarity. We also observed higher performance among center students on tests of receptive language and pencil-related fine motor skills. These associations were, however, smaller and not statistically significant. We conducted a follow-up one year after the initial assessment, when children were seven years old and should have been in first grade. At follow-up, 27% of non-attendees were not yet enrolled in primary school, compared to just 11% of center students, suggesting that participation in early education encourages a timely transition into first grade.

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“…For all children, but especially for those from low-income backgrounds, ages 3 to 7 years play a potentially powerful role in shoring up early vocabulary skills (Bowers & Vasilyeva, 2011;Hanson et al, 2011;Reynolds, Englund, Ou, Schweinhart, & Campbell, 2010). Basic research highlights several key principles of early word learning at school (and home).…”

Section: The Potential Of Early Childhood Classrooms To Support Vocabmentioning

confidence: 98%

Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e

Hindman

Snell

Wasik

et al. 2015

Journal of Education for Students Placed at Risk (JESPAR)

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This article describes how a research-practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the face-to-face model into a largely web-mediated approach, we partnered with educators to ensure that the resulting intervention was feasible and effective in real-world classrooms serving children at risk. Specifically, an educator advisory board provided ongoing input about the PD. Further, pilot teachers completed the training and provided feedback through a survey about the usability and effectiveness of the training modules, coaching, and instructional strategies in classroom settings. Findings suggest that research-practice partnerships that gather teachers' situated, comprehensive, and insightful perspectives can be invaluable in developing PD interventions. Collaboration between school districts and university researchers is essential in this iterative development process.Professional development (PD) is critical for teachers to learn new skills and implement the most current, research-based strategies in their classrooms (Tout, Zaslow, & Berry, 2006). This is especially true for early childhood teachers trying to learn specific techniques to encourage vocabulary and language development. However, to be effective and sustainable, PD must reflect both the empirical evidence regarding what helps children learn and the practical affordances and constraints of real-world classroom settings. This article examines one approach to integrating researcher and practitioner expertise in the collaborative development of a web-mediated PD intervention for teachers in early childhood (i.e., preschool through first grade) serving children in poverty.

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Neighborhood Community Risk Influences on Preschool Children's Development and School Readiness

Cited by 47 publications

References 2 publications

Peer Risk and Protective Factors in Adolescence: Implications for Drug Use Prevention

Peer Risk and Protective Factors in Adolescence: Implications for Drug Use Prevention

Early Childhood Education, Child Development and School Readiness: Evidence from Zambia

Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e

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