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Journal articles on the topic 'Early years of school'

Author: Grafiati

Published: 10 December 2024

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1

Waldfogel, Jane, and Elizabeth Washbrook. "Early Years Policy." Child Development Research 2011 (April 26, 2011): 1–12. http://dx.doi.org/10.1155/2011/343016.

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We analyze the role that early years policy might play in narrowing educational attainment gaps. We begin by examining gaps in school readiness between low-, middle-, and high-income children, drawing on data from new large and nationally representative birth cohort studies in the USA and UK. We find that sizable income-related gaps in school readiness are present in both countries before children enter school and then decompose these gaps to identify the factors that account for the poorer scores of low-income children. We then consider what role early years policy could play in tackling these gaps, drawing on the best available evidence to identify promising programs.

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2

Whiteford, Rhona. "Early Years Nursery School, Withington." Practical Pre-School 2011, no. 127 (August 2011): 6–7. http://dx.doi.org/10.12968/prps.2011.1.127.6.

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3

Winter, Eileen C. "A Modified School Year: Perspectives from the Early Years." Child Care in Practice 11, no. 4 (October 2005): 399–413. http://dx.doi.org/10.1080/13575270500340226.

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4

Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (2000): 11. http://dx.doi.org/10.1622/1059-8405(2000)016[0011:snstey]2.0.co;2.

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5

Rosenthal, Dorothy B., and Rodger W. Bybee. "High School Biology: The Early Years." American Biology Teacher 50, no. 6 (September 1988): 345–47. http://dx.doi.org/10.2307/4448759.

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6

Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (August 2000): 11–19. http://dx.doi.org/10.1177/105984050001600302.

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7

Stephenson, Jo. "Early years provision in schools." Children and Young People Now 2017, no. 9 (May 2, 2017): 42–43. http://dx.doi.org/10.12968/cypn.2017.9.42.

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Ofsted inspections of school-based early years provision reveals a picture of quality services delivered by highly qualified staff, skilled in helping to prepare children for their transition to primary school

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8

O’Farrell, Cora. "Religious Education in the Early Years: An Irish Perspective." Religions 14, no. 4 (March 29, 2023): 459. http://dx.doi.org/10.3390/rel14040459.

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Ireland’s education system at primary level is renowned for its lack of diversity, with most schools falling under the patronage of the Catholic Church. This homogeneity of school type is problematic from a number of perspectives, not least the changed demographics in terms of religious affiliation in Ireland. There is a desire for change by all; however, the pace of change is slow. Whilst the National Council for Curriculum and Assessment (NCCA) determines the curriculum for all subject areas in primary schools, this body has no remit over the subject of religious education (RE). The responsibility for the provision of RE has rested with the patrons of schools since the inception of the national school system. This review focuses on the provision of early years’ Catholic RE in schools and pre-schools in the Republic of Ireland. In recent years, the importance afforded to the subject of RE and its status in schools has been eroded. The impact on early childhood religious education of this diminution is outlined. The review also addresses the training and support of teachers to work in the Catholic school sector and concurs with other writers in the field that current programmes of preparation require reform.

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9

Hubball, Amanda. "Metacognition in early years?" Early Years Educator 24, no. 2 (September 2, 2023): 12. http://dx.doi.org/10.12968/eyed.2023.24.2.12.

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10

Cowley, Sue. "Supporting attendance in early years." Early Years Educator 23, no. 16 (November 2, 2022): 14–16. http://dx.doi.org/10.12968/eyed.2022.23.16.14.

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Attendance has been a key focus for the DfE for a number of years, with policies emphasising regular attendance at school, and a new ‘live attendance’ tracker being trialled. However, with the EYFS being mainly a non-compulsory phase of education, attendance rules differ to those for school-aged pupils. Sue Cowley explores what this means for settings, looking at how they can work with parents and carers to encourage good attendance.

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11

Yallop, John J. Guiney. "Of Necessity: Making Decisions About Our Daughter’s Early Learning Years." LEARNing Landscapes 5, no. 2 (May 2, 2012): 117–26. http://dx.doi.org/10.36510/learnland.v5i2.556.

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Parents play significant roles in their children’s learning. Part of those roles include making decisions about when and where their children go to school, or, if those decisions are, or seem, impossible, parents make decisions about how they are going to navigate this apparently inevitable relationship—parents and schools. This article explores some decisions two parents made about their daughter’s learning as she headed into school, and during her early school years. The author is aware that not all parents would, or even could, make some of the decisions he made with his partner about their child’s learning. The stories contained in this article are offered not as examples of what constitutes good parenting, or good decision-making about relationships with schools, but as reflective pathways into understanding how difference locates us within expected relationships.

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12

English, Lyn D., and James J. Watters. "Mathematical modelling in the early school years." Mathematics Education Research Journal 16, no. 3 (October 2005): 58–79. http://dx.doi.org/10.1007/bf03217401.

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13

Pitt, G. A. J. "Liverpool: the early years of biochemistry." Biochemical Society Transactions 31, no. 1 (February 1, 2003): 16–19. http://dx.doi.org/10.1042/bst0310016.

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The first Chair and department of biochemistry in the U.K. were founded at the University of Liverpool in 1902, thanks to a generous donation by William Johnston, a Liverpool shipowner. The first holder of the Johnston Chair, Benjamin Moore, was a dynamic man, who set up an active research centre. In 1906, he and Edward Whitley founded The Bio-Chemical Journal as a private venture, and in 1912, they sold it to the Biochemical Society. Moore also initiated the first Honours School of Biochemistry in the country before moving to London in 1914 and being succeeded by Walter Ramsden. The development of the department was stopped by World War I, and there was little expansion in the 1920s. After Ramsden's retirement in 1931, the third Johnston Professor, Harold Channon, increased staff numbers, ran a successful research school and re-established the Honours course. World War II brought that to an end, and Channon moved into industry. After the war, biochemistry expanded from a niche subject in a small number of British universities into one that was strongly represented in most universities, but the penetration of biochemistry into wide areas of functional biology has blurred conventional subject boundaries, so in many universities (including the University of Liverpool), departments of biochemistry have been incorporated into large more general schools.

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14

Magoma, Phyllis M., Teresa Mwoma, and Esther Waithaka. "Relationship between School Climate and Early Years Teachers Professional Identity in Kenya." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 30, 2021): 489–98. http://dx.doi.org/10.47175/rielsj.v2i3.319.

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This mixed methods research examined the relationship between school climate and early year’s teachers’ professional identity. Using a sample of 220 teachers in 44 schools, the researcher established that early years teachers’ professional identity was weak and school climate had an effect on the teachers’ professional identity. This article’s findings confirmed that among school climate variables safety in school, high teacher-pupil ratio, lack of adequate physical facilities, teachers not involved in decision making, poor working environment, heavy work load and lack of enough teaching-learning materials, as having a negative impact on the teachers professional identity. Lastly, in order to boost EYET (Early Years Education Teachers) professional identity, provision of positive climates in schools was found to be imperative.

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15

Leitch, Neil. "Childcare and early years." Children and Young People Now 2014, no. 1 (January 7, 2014): 10. http://dx.doi.org/10.12968/cypn.2014.1.10.

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The final shape of the Children and Families Bill, introduction of the 26-week care proceedings target, expansion of free childcare and school meals, and doing more with less in the face of further public sector funding cuts – these are just some of the issues professionals and services will grapple with over the coming year. With the election just around the corner, CYP Now's 2014 Report invites sector leaders to pinpoint the challenges that lie ahead

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16

Pereira Machado, Thaynni, and Ana Maria Freitas Dias Lima. "PLAYS IN THE EARLY YEARS." Revista Gênero e Interdisciplinaridade 4, no. 04 (August 8, 2023): 264–92. http://dx.doi.org/10.51249/gei.v4i04.1503.

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In this article, we present a studyonthe games in the early years: the ludic as a pedagogical tool in the teaching and learning process, the same discusses the importance of the ludic in the pedagogical practices of theearly years, in order to highlight the beneficial points of the ludic within the school environment. The research hás the following question as problematic: Why use theludic as a pedagogical tool in the early years of elementary school? Given this, work is important because the teaching and learning process needs to be fun and educational at the same time. However, it is necessary for the educator to understand that through playful games, students can learn the most diverse curricular contents, in a creative, fun and pleasant way that promote interaction and socialization between students and students, teachers and students. The overall objective is to understand the importance of play in the early years of elementary school. The methodology was based on a bibliographic study, with data collection through analytical and reflective readings through books, articles, tccs and dissertations. This research is a literature review of a qualitative nature with a descriptive character. Having as a theoretical contribution: Kishimoto (2005), Soares (2020), Rau (2012), Moreira (2017). In view of the bibliographical survey carried out during the development of the project, it is concluded that the ludic collaborates in a beneficial way for the teaching and learning process, as it expands the pedagogical practices of the teacher, favoring the process of acquiring knowledge of the students.

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17

Podobnik, Uršula, and Jurij Selan. "Visual Art Gifted Child in Pre-School and Early School Years." Creativity. Theories – Research - Applications 8, no. 2 (November 20, 2021): 86–102. http://dx.doi.org/10.2478/ctra-2021-0019.

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Abstract Visual arts media in pre-school and early school years and development of children’s drawing are well researched. However, when one considers that children are endowed with a talent for visual arts, the research is not as comprehensive and clear-cut. The signs of freedom of expression and imagination, intuitiveness and originality, an inclination to individual work, high sensitivity, and other indicators begin to show soon after visual art gifted (VAG) children enter the representative stages of visual arts. This article was based on a longitudinal case study that was carried out to show some aspects of the functioning of a VAG child in pre-school and early school years and to make some suggestions on how to consider the needs of VAG children.

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18

Wigfield, Allan, Susan Lutz, and A. Laurel Wagner. "Early Adolescents'Development Across the Middle School Years: Implications for School Counselors." Professional School Counseling 9, no. 2 (December 2005): 112–19. http://dx.doi.org/10.5330/prsc.9.2.2484n0j255vpm302.

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19

Aulette, Judy Root, and Katherine Brown Rosier. "Mothering Inner-City Children: The Early School Years." Contemporary Sociology 30, no. 3 (May 2001): 315. http://dx.doi.org/10.2307/3089298.

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20

Eccles, Jacquelynne S., and Rena D. Harold. "Parent-School Involvement during the Early Adolescent Years." Teachers College Record: The Voice of Scholarship in Education 94, no. 3 (March 1993): 568–87. http://dx.doi.org/10.1177/016146819309400311.

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21

Owens, Paula. "Children’s Environmental Values in the Early School Years." International Research in Geographical and Environmental Education 14, no. 4 (November 15, 2005): 323–29. http://dx.doi.org/10.1080/10382040508668366.

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22

Marlow, Neil. "Late preterm and early term children: the early years at school." Archives of Disease in Childhood - Fetal and Neonatal Edition 99, no. 6 (August 27, 2014): F442. http://dx.doi.org/10.1136/archdischild-2014-306557.

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23

Takeuchi, Miwa Aoki, Jo Towers, and Jennifer Plosz. "Early Years Students’ Relationships with Mathematics." Alberta Journal of Educational Research 62, no. 2 (December 7, 2016): 168–83. http://dx.doi.org/10.55016/ojs/ajer.v62i2.56197.

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Early years mathematics experiences have been shown to be a significant predictor for students’ school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with mathematics? This article documents the findings of our research focusing on Kindergarten to Grade 2 students. Our analysis showed that many students in the early years, including those at the Kindergarten level, recognized what is considered to be mathematics but mainly associated mathematics with number and numerical operations. The majority of these students reported positive relationships with mathematics, though some described negative relationships with school mathematics learning.

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24

Benería, Lourdes. "URPE’s Early Years: A Personal Memoir." Review of Radical Political Economics 51, no. 3 (July 11, 2019): 484–88. http://dx.doi.org/10.1177/0486613419860289.

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25

Jacobson, David. "The primary years agenda." Phi Delta Kappan 96, no. 3 (October 13, 2014): 63–69. http://dx.doi.org/10.1177/0031721714557456.

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School districts on the leading edge of the Birth through Third Grade movement have demonstrated unprecedented success raising the achievement of low-income students by developing coherent strategies focused on the early years of learning and development. These communities are not merely improving preschool. Rather, they are building aligned, high-quality early education systems. Building such systems requires that school and district leaders embrace improving early education as a strategic priority and provide leadership in implementing three overarching strategies in their communities.

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26

Wigfield, Allan, Susan L. Lutz, and A. Laurel Wagner. "Early Adolescents’ Development across the Middle School Years: Implications for School Counselors." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900206.

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This article discusses development during the early adolescent years with a focus on recent research on the biological, cognitive, self-identity, and motivational changes that occur during this time period and the implications of this research for middle school counselors. Peer influences on early adolescents also are discussed, with the issue of school bullying receiving special attention. Studies are presented about how positive relations between teachers and students, and counselors and students, can ease the transition. Research is presented showing the positive effects of counseling programs designed to ease students’ transition into middle school, along with suggestions for restructuring the roles of middle school counselors in order to be responsive to the developmental needs of early adolescents.

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27

Foster, Colin, and Ruth Trundley. "Adapting lesson study for early-years practitioners." International Journal for Lesson & Learning Studies 13, no. 3 (July 17, 2024): 225–31. http://dx.doi.org/10.1108/ijlls-07-2024-184.

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28

Rahim, Saira. "Does high achievement in preclinical years predicts similar achievement in clinical year in medical students? A correlational study." Health Professions Educator Journal 4, no. 2 (October 25, 2021): 32–36. http://dx.doi.org/10.53708/hpej.v4i2.1225.

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Introduction: There is speculation that early medical school basic science instruction is ultimate of limited utility when students enter clinical rotations. It is worthwhile to establish whether early performance in pre-clinical years correlates with performance in later clinical years so that curricula can be adapted accordingly, and actionable predictors of student performance can be identified.Objective: The objective of the study is to investigate the predictive role of student academic performance in early (i.e. “pre-clinical”) medical school years for performance in later (i.e. “clinical”) medical school years.Methods: We employed a retrospective correlation approach by compiling data from medical students in a major academic center in Lahore, Pakistan. The sample cohort consisted of 413 students taken from three consecutive graduating classes (2018, 2019, 2020). Two separate (but thematically related) statistical analyses were undertaken: 1)we created a multivariate linear regression model to predict performance in later (clinical) years (year 5) based on a student’s known demographic factors and academic performance in early (pre-clinical) exams (years 1 and 2) we performed multivariate logistic regression to model the likelihood of attaining “super high achiever” status at the time of graduation (outcome variable) and used demographic data as well as “high achiever” status in early exams (i.e. first three ‘prof ’ exams) as covariates.Results: The most important predictor of performance in the final summative examination was the performance in early ‘prof ’ exams (Year 2 Prof Score F ratio 91.3, p<0.0001). Early attainment of high-achiever status in medical school correlated with the attainment of ‘super high achiever’ status at the time of graduation (p<0.0001).Conclusion: Performance in early medical school years (i.e., “pre-clinical”) correlated with performance in the later medical school years (i.e. “clinical”). KEYWORDS:Early performance, pre-clinical, high-achiever

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29

Kahn, Douglas. "Christian Marclay's Early Years: An Interview." Leonardo Music Journal 13 (December 2003): 17–21. http://dx.doi.org/10.1162/096112104322750737.

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The artist discusses with the author his early career and influences. Marclay explains his upbringing in Switzerland and his lack of familiarity with American mass culture, to which he credits his early experiments in art, music and performance using records. Marclay describes the evolution of his use of records and discusses other influences, such as art school and the New York club scene of the 1970s.

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Basukala, Anisha, and Kabita Chaudhary. "Early Clinical Exposure in Preclinical Years of Medical School." Journal of Nepal Medical Association 59, no. 242 (October 23, 2021): 936–38. http://dx.doi.org/10.31729/jnma.5341.

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Medical science is one of the sectors which has faced rapid advancement in the past few years. But sadly, medical schools are still following the traditional curriculum where a wide gap between the pre-clinical and clinical phases prevails. Early clinical exposure is known to act as a bridge to this gap. It contributes to the overall development of naive medical students enhancing their communication skills, clinical skills, teamwork, empathy development, and motivation towards selfdirected learning and hence making them more competent for clinical years. So, as it reinforces the conventional didactic teaching-learning method it becomes a much-needed part for the students in preclinical years.

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31

Driessen, Geert. "Attitudes, Behavior and Relations in the Early School Years." Education Sciences 12, no. 4 (April 15, 2022): 283. http://dx.doi.org/10.3390/educsci12040283.

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In the early school years, the emphasis is more and more on cognitive output factors. Non-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (2) Are there any differences with regard to those characteristics according to the pupils’ social and ethnic/immigrant background? To answer the questions, data from the Dutch large-scale cohort study COOL5-18 were analyzed. The main sample included nearly 6500 grade 2 pupils (6-year-olds). Teachers answered questions about their pupils’ attitudes, behavior, and relationships. One- and two-way analyses of variance were employed, and effect sizes were computed. The results showed that the teachers rated their pupil’s work attitude as lower than their behavior and popularity. They were more positive regarding their relationship with the pupils. More important was that there were differences according to the pupils’ social and ethnic/immigrant backgrounds: ethnic minority/immigrant pupils scored less positive on all non-cognitive characteristics than native Dutch pupils, and the higher the parental educational level, the more favorable their children performed on the non-cognitive characteristics. These findings are discussed and possible solutions are presented.

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Pavlovic, Biljana, Dragana Cicovic-Sarajlic, and Andjelka Kovac. "Choral singing in the early years of elementary school." Zbornik radova Filozofskog fakulteta u Pristini, no. 46-4 (2016): 259–77. http://dx.doi.org/10.5937/zrffp46-10808.

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33

Sidera Caballero, Francesc, Georgina Perpiñà Martí, and Miren De Tejada Lagonell. "Development of self-esteem in the early school years." Quaderns de Psicologia 20, no. 2 (July 27, 2018): 173. http://dx.doi.org/10.5565/rev/qpsicologia.1447.

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34

MOFFATT, SUZANNE, and LESLEY MILROY. "Panjabi/English language alternation in the early school years." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 11, no. 4 (1992): 355–86. http://dx.doi.org/10.1515/mult.1992.11.4.355.

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35

Jorgensen (Zevenbergen), Robyn. "Early years swimming: a way of supporting school transitions?" Early Child Development and Care 186, no. 9 (November 17, 2015): 1429–37. http://dx.doi.org/10.1080/03004430.2015.1096785.

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36

Santos, Leonor, and Jorge Pinto. "Is assessment for learning possible in early school years?" Procedia - Social and Behavioral Sciences 12 (2011): 283–89. http://dx.doi.org/10.1016/j.sbspro.2011.02.037.

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37

Rubie-Davies, Christine M., Rhona S. Weinstein, Francis L. Huang, Anne Gregory, Philip A. Cowan, and Carolyn P. Cowan. "Successive teacher expectation effects across the early school years." Journal of Applied Developmental Psychology 35, no. 3 (May 2014): 181–91. http://dx.doi.org/10.1016/j.appdev.2014.03.006.

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38

Gormley Jr., W. T., D. Phillips, and T. Gayer. "THE EARLY YEARS: Preschool Programs Can Boost School Readiness." Science 320, no. 5884 (June 27, 2008): 1723–24. http://dx.doi.org/10.1126/science.1156019.

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39

Hailey, Debra Jo, and Michelle Fazio-Brunson. "Leadership in the Early Childhood Years." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 6–23. http://dx.doi.org/10.3776/tpre.v10n1p6-23.

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Research into young children’s leadership skills is sparse and focuses on leadership in early childhood classroom contexts. Understanding of leadership development in young children can be expanded by studying parents’ perceptions of children’s leadership development as it is enacted in contexts outside of the school. This qualitative study examined beliefs, practices, and contextual relationships of families with young children who were identified by teachers within their schools as having strong leadership skills. Student leaders were identified according to the Leadership subscale of the Scales for Rating the Behavioral Characteristics of Superior Students, 3rd ed. Four mothers and three fathers of identified first graders who met gender and ethnic selection criteria participated. Interviews were conducted with structured and unstructured open-ended questions, and parent journals were collected from participants. Using Bronfenbrenner’s bioecological model of human development as a guide, parental perceptions of contextual influences on young children’s leadership development were investigated. Findings indicate that parents were intentional in trying to develop characteristics and dispositions in their children to help them become good citizens but did not necessarily consider their actions as also building early leadership skills. Information concerning contextual situations, relationships, tools, and characteristics of early leadership development is shared. As parents discussed opportunities for their first graders to develop leadership skills, an unexpected theme emerged regarding benefits of rural living for young leadership development.

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40

Santos, Barbara Cristina Mathias dos, and Alexandre Lopes de Oliveira. "Sustainable School Financial Education: a possibility in the Early Years of Elementary School." Educação Matemática Debate 8, no. 15 (August 10, 2024): 1–17. http://dx.doi.org/10.46551/emd.v8n15a12.

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School Financial Education is a subject that has yet to be widely disseminated in Brazil, although indicated in official documents. That said, there is a lack of material aimed at children. This research is justified by proposing a Teaching Guide that seeks to respond to the problem of how to work on Sustainable School Financial Education in the Early Years of Primary School. This paper aims to present the results of a doctoral research project that looked at the value of things, the fundamental and the superfluous, ethics, economics, and sustainability. The methodological approach applied was Didactic Engineering. The main result was confirmation of the hypothesis that students aged between 7 and 9 can work on the themes and put their learning into practice.

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41

Steffen, Verónica, and Ángeles Bueno-Villaverde. "Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation." Journal of Research in International Education 17, no. 2 (August 2018): 116–33. http://dx.doi.org/10.1177/1475240918791244.

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The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.

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42

Egalite, Anna J., Lance Fusarelli, Lacey Seaton, and D. T. Stallings. "Early Adopters: Private School Leaders Respond to the Introduction of Targeted School Vouchers." International Journal of Educational Reform 29, no. 2 (March 6, 2020): 123–51. http://dx.doi.org/10.1177/1056787919886581.

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The North Carolina Opportunity Scholarship Program awarded private school vouchers to over 7,000 low-income students in 2017-18, yet only 61% of the state’s private schools registered to participate in the Opportunity Scholarship Program and just over half of schools (54%) actually enrolled voucher recipients. Given that the program is anticipated to grow by $10 million per year for 10 years, private school supply will be an important consideration as student participation rises. Using rich focus group and survey data collected from private school leaders between 2014 and 2017, this analysis probes the participation decisions of private school leaders.

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Hoyland, Laura. "out of school: Safety after school." Nursery World 2020, no. 13 (October 2, 2020): 46. http://dx.doi.org/10.12968/nuwa.2020.13.46.

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44

Hanson, Marci J., Eva Horn, Susan Sandall, Paula Beckman, Maria Morgan, Jules Marquart, Deirdre Barnwell, and Hsin-Ying Chou. "After Preschool Inclusion: Children's Educational Pathways over the Early School Years." Exceptional Children 68, no. 1 (October 2001): 65–83. http://dx.doi.org/10.1177/001440290106800104.

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A complex array of factors influences the implementation of inclusion within educational systems. This article examines decision making regarding young children's participation in inclusive programs. A qualitative design was employed to study influential factors over the course of a 5-year period as children moved from inclusive preschool placements to elementary school. Family, classroom, school, and societal influences were examined through families' perspectives on children's school experiences. At the end of the 5-year follow-along period, 60% of the children remained in some level of inclusive placement. Placements were influenced by professionals' decisions and school options, families' abilities to access information, advocates, the match between family needs and expectations and school options, and the influence of specific child and family characteristics.

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Roberts, Pauline, Lennie Barblett, and Ken Robinson. "Early years teachers’ perspectives on the effects of NAPLAN on stakeholder wellbeing and the impact on early years pedagogy and curriculum." Australasian Journal of Early Childhood 44, no. 3 (June 18, 2019): 309–20. http://dx.doi.org/10.1177/1836939119855562.

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National Assessment Program for Numeracy and Literacy (NAPLAN) is the national assessment programme for literacy and numeracy in Australia administered to children in Years 3, 5, 7 and 9 each year. The testing process was introduced in 2008 and is described by the developers as low stakes, however, research has highlighted that this is not the case. This paper examines the perceptions of teachers in the early years of school on the impact NAPLAN has on wellbeing of stakeholders, and the pedagogy and curriculum in early years teachers’ classrooms. Through focus group interviews, the early childhood teachers in 10 independent Western Australian school sites were asked about their experiences of NAPLAN in terms of their wellbeing and that of the children and families with whom they interact. Findings highlight that early years teachers describe that the impact of NAPLAN is felt in the lower years of school by all stakeholders-parents, children and teachers. This study highlights the need for additional research in this area, particularly in diverse settings, to gain evidence of impact that could inform the practice of the NAPLAN testing programme.

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Butler, Susan R., and Herbert W. Marsh. "Reading and Arithmetic Achievement in Primary Years for Students from Non-English-Speaking Families: A Seven-Year Longitudinal Comparison." Australian Journal of Education 30, no. 1 (April 1986): 23–44. http://dx.doi.org/10.1177/000494418603000102.

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Students from seven schools, some from English-speaking ( N = 226) and some from non-English-speaking ( N = 60) families, were tested for reading achievement in Years 1, 2, 3 and 6, and for mathematics achievement in Year 6. Students from non-English-speaking families achieved significantly poorer reading results than those from English-speaking families, and these differences were consistent and stable across Years 1–6. Longitudinal analyses suggested that the effect occurred primarily in Year 1; students from non-English-speaking families achieved lower reading scores in subsequent school years but their lower scores could be explained by their poor reading skills in earlier school years. The language group differences were quite specific to reading skills, and the two groups did not differ in mathematics achievement in Year 6. The specificity of the group achievement differences to language and reading skills suggests that home language may be an important determinant of early reading, and that early reading is in turn the primary determinant of subsequent reading performance. All students in the present investigation who performed poorly on reading tests in Year 1, no matter what the cause and no matter what the home language, were very likely to perform poorly on reading tests through all primary school years.

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Swailes, Ruth. "Ofsted reforms: ‘Rearranging the deckchairs on a sinking ship’." Early Years Educator 24, no. 1 (August 2, 2023): 6. http://dx.doi.org/10.12968/eyed.2023.24.1.6.

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Ruth Swailes, school improvement and early years advisor, discusses Ofsted's recent announcement about reforms to the way schools are inspected and the missed opportunities for the early years sector.

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Hancock, David. "Language and literacy development in the early years." Journal of Health Visiting 7, no. 6 (June 2, 2019): 266–70. http://dx.doi.org/10.12968/johv.2019.7.6.266.

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In 2018, the BBC announced a new education strategy to help address language and communication delays in children starting primary school. David Hancock investigates how the initiative and others across England are working to tackle the issue

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Yakshina, Anna. "PSYCHOLOGICAL CONDITIONS FOR IMAGINATION DEVELOPMENT IN THE EARLY SCHOOL YEARS." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 2 (2016): 57–68. http://dx.doi.org/10.28995/2073-6398-2016-2-57-68.

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Frawley, Denise. "Combating educational disadvantage through early years and primary school investment." Irish Educational Studies 33, no. 2 (April 3, 2014): 155–71. http://dx.doi.org/10.1080/03323315.2014.920608.

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