L'instrument de mesure du developpement a la petite enfance a ete concu afin de fournir un outil approprie, peu couteux et valide sur le plan psychometrique, permettant d'evaluer les capacites de l'enfant a entrer en premiere annee primaire. Les proprietes psychometriques de l'instrument ont ete evaluees au cours de deux etudes. Une analyse factorielle menee a partir des donnees recueillies aupres de 16 000 enfants de maternelle a permis de tester la presence de cinq facteurs theoriques: sante physique et bien-etre, competence sociale, maturite affective, langage et communication, developpement cognitif et connaissances generales. Les analyses factorielles ont pu confirmer la presence des trois premiers facteurs, mais ont degage la necessite de modifier les deux derniers. Ceci a permis de formuler la version finale de l'instrument de mesure du developpement a la petite enfance qui est composee des cinq facteurs suivants: sante physique et bien-etre, competence sociale, maturite affective, langage et developpement cognitif, habiletes a la communication et connaissances generales. Ces cinq domaines offrent de bons indices de consistance interne, comparable a d'autres instruments. Une seconde etude (N = 82) a demontre la presence d'une bonne concordance entre l'evaluation de parents et des enseignants, la fidelite entre les evaluateurs, la validite concomitante et la validite convergente. Ces resultats confirment que l'instrument de mesure du developpement a la petite enfance est un outil psychometrique adequat pour evaluer les aptitudes de l'enfant lors de l'entree a l'ecole primaire.

/pdf/development-and-psychometric-properties-of-the-early-559d22k2w0.pdf

Development and psychometric properties of the Early Development Instrument (EDI): A measure of children's school readiness.

School readiness screenings are prevalent throughout the United States. Although readiness encompasses a multitude of components, readiness assessments generally focus on measuring and predicting children's pre-academic skills and behaviors and are often the basis for placement and programming decisions. However, no quantitative estimates of effect sizes exist for the relations between preschool or kindergarten academic/cognitive and social/behavioral assessments and early school outcomes. This review presents the results of a meta-analysis of cross-time relations of academic/cognitive and social/behavioral assessments from preschool to second grade. Results from 70 longitudinal studies that reported correlations between academic/cognitive and social/behavioral measures administered in preschool or kindergarten and similar measures administered in first and second grade were included in the analysis. Academic/cognitive assessments predicting similar outcomes showed moderate effect sizes across both time s...

Predicting Children's Competence in the Early School Years: A Meta-Analytic Review:

Do You Believe In Magic?: What We Can Expect From Early Childhood Intervention Programs

A review of neighborhood effects and early child development: How, where, and for whom, do neighborhoods matter?

We know that social competence contributes to young children's adaptation to, and cognitive learning within, classroom settings. Yet initial evidence is mixed on the social competencies that Latino children bring to kindergarten and the extent to which these skills advance cognitive growth. Building from ecocultural and developmental-risk theory, this paper shows children's social competence to be adaptive to the normative expectations and cognitive requirements of culturally bounded settings in both the home and classroom. Latino socialization in the home may yield social competencies that teachers value rather than reflect "risk factors" that constrain children's school readiness. We draw on the Early Childhood Longitudinal Study, kindergarten cohort (N = 19,590) to detail 5 social competencies at entry to school--self-control, interpersonal skills, approaches to learning, internalizing and externalizing problem behaviors--and to examine variability among Latino subgroups. We then test the extent to which baseline variation in social competence accounts for children's cognitive growth during the kindergarten year. We find that Latino children from poor, but not middle-class, families display weaker social competencies vis-a-vis White children (all relationships p < or = .05). Social competence levels contribute to Latino children's cognitive growth, which is shaped most strongly by positive approaches to learning. The disparities in competencies observed for Latino children from poor families, relative to White children, are significant yet much smaller than gaps in baseline levels of mathematical understanding. We discuss how the consonance or mismatch between competencies acquired at home and those valued by teachers must consider cultural differences, social-class position, and variation among diverse Latino subgroups.

/pdf/the-social-competence-of-latino-kindergartners-and-growth-in-2hfzz9y2oa.pdf

The social competence of Latino kindergartners and growth in mathematical understanding.

Strategies for assessing community progress toward achieving the first national education goal

PurposeThe study aims to evaluate: (1) How university students from interior architecture can create a forward-looking “Sensory Living” brief informed by both external autism experts and a specialist tutor, evidenced through Leeds City Council's live autism adult accommodation project. (2) Issues involved with moving an experimental studio teaching model online during the COVID-19 pandemic.Design/methodology/approachA grounded theory approach informs an innovative teaching model, run over two years, to create a better normal; challenges and opportunities are critiqued.FindingsFeedback from experienced autism-specific experts raises recurring sensory and communication issues which frame a series of design problems to help inform the student briefs. Students learn that the designer as advocate for vulnerable users is imperative. Aspects of online teaching that can benefit an experimental studio teaching model are identified.Practical implicationsIdentification of the responsive “Sensory Living Model” illustrates (1) How local authorities can avoid seclusion and integrate meaningful “continuous learning opportunities” into autism-friendly adult accommodation for post-pandemic health and wellbeing. (2) How to embed autism-friendly design in the university curriculum.Social implicationsThe study helps address some of the UK Government's “National strategy for autistic children, young people and adults: 2021 to 2026”.Originality/value“Ten Novel Sensory Living Themes” are uncovered to help inform the design of autism-friendly adult accommodation. These are of value to (1) local authorities and design practitioners in formulating design briefs and (2) universities in educating future designers of inclusive spaces.

/pdf/sensory-spaces-sensory-living-studio-teaching-the-design-of-2r2sawyc.pdf

Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation

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Strategies for assessing community progress toward achieving the first national education goal

Sensory spaces: sensory living – studio teaching the design of autism-friendly adult accommodation