Journal articles: 'Early school years'

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

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

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

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

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

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Yallop, John J. Guiney. "Of Necessity: Making Decisions About Our Daughter’s Early Learning Years." LEARNing Landscapes 5, no. 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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Pitt, G. A. J. "Liverpool: the early years of biochemistry." Biochemical Society Transactions 31, no. 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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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 (2005): 112–19. http://dx.doi.org/10.5330/prsc.9.2.2484n0j255vpm302.

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

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

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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 (2014): F442. http://dx.doi.org/10.1136/archdischild-2014-306557.

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

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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 (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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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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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 (2018): 173. http://dx.doi.org/10.5565/rev/qpsicologia.1447.

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

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

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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 (2014): 181–91. http://dx.doi.org/10.1016/j.appdev.2014.03.006.

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Jacobson, David. "The primary years agenda." Phi Delta Kappan 96, no. 3 (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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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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Hailey, Debra Jo, and Michelle Fazio-Brunson. "Leadership in the Early Childhood Years." Theory & Practice in Rural Education 10, no. 1 (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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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 (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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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 (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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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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Krinzinger, Helga, Liane Kaufmann, and Klaus Willmes. "Math Anxiety and Math Ability in Early Primary School Years." Journal of Psychoeducational Assessment 27, no. 3 (2009): 206–25. http://dx.doi.org/10.1177/0734282908330583.

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Owston, R. D., and H. H. Wideman. "Computer access and student achievement in the early school years." Journal of Computer Assisted Learning 17, no. 4 (2001): 433–44. http://dx.doi.org/10.1046/j.0266-4909.2001.00199.x.

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Warton, Pamela M. "Mothers’ Views about Homework in the Early Years of School." Australasian Journal of Early Childhood 23, no. 1 (1998): 35–39. http://dx.doi.org/10.1177/183693919802300108.

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Homework is an accepted and encouraged part of school practice which serves a number of functions for most children. One such function, it is argued, is to help children to develop appropriate patterns of study and to take responsibility for their own learning. Children do not develop these skills alone: both parents’ and teachers’ views and practices are influential. This study investigated the views of mothers of Grade 2 children about both homework practices and attitudes. Results indicated a consistent set of homework practices but considerable variation in the views held by mothers of this age group. Implications for the development of both children's sense of responsibility and responsible homework practices are discussed.

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

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WACHTER, KERRI. "School Exercise in Early Years Results in Bone Mass Increase." Family Practice News 35, no. 23 (2005): 48. http://dx.doi.org/10.1016/s0300-7073(05)72299-4.

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Trend, Roger. "Gender‐related consequences of early school transfer at 11+ years." Educational Studies 33, no. 2 (2007): 193–208. http://dx.doi.org/10.1080/03055690601068444.

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Hanson, Marci J., Eva Horn, Susan Sandall, et al. "After Preschool Inclusion: Children's Educational Pathways over the Early School Years." Exceptional Children 68, no. 1 (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 (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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Hancock, David. "Language and literacy development in the early years." Journal of Health Visiting 7, no. 6 (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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Aunio, Pirjo, Riikka Mononen, Lara Ragpot, and Minna Törmänen. "Early numeracy performance of South African school beginners." South African Journal of Childhood Education 6, no. 1 (2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.496.

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Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum.

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McFadden, Amanda, Donna Tangen, Rebecca Spooner-Lane, and Amanda Mergler. "Teaching Children With Down Syndrome in the Early Years of School." Australasian Journal of Special Education 41, no. 2 (2017): 89–100. http://dx.doi.org/10.1017/jse.2017.4.

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We explored 3 general classroom teachers’ experiences of including a child with Down syndrome in their early years classrooms. Located at 3 different Australian school settings, 1 teacher was the head of a Preparatory class, 1 was a Year 3 teacher, and the third was a teacher of a split Preparatory/Year 1 class. Interview data were drawn from a larger study, in which data were gathered over a 5-month period through class observations and teacher interviews. The findings indicate that although there were highly inclusive experiences identified in the school sites, the school context played an important role in the inclusion of the child. Teachers indicated that receiving targeted information about Down syndrome and collaborative support from parents, teaching colleagues, and their wider school enabled them to work more inclusively with their student with Down syndrome in their classroom.

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Metsähonkala, L., M. Sillanpää, and J. Tuominen. "Outcome of Early School-Age Migraine." Cephalalgia 17, no. 6 (1997): 662–65. http://dx.doi.org/10.1046/j.1468-2982.1997.1706662.x.

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We studied the outcome of migraine from early school-age to prepuberty in a group of 84 children. The children belonged to a population-based, unselected follow-up sample of a 1-year age cohort. At the age of 8 to 9 years, 95 (2.7%) children of this age cohort had migraine according to a postal questionnaire. At age 11 to 12 years, 84 of them were traced and interviewed face-to-face. Only four (4.8%) of these children no longer had headache. Fifty-three (63.1%) children had migraine. Seventeen (20.2%) had migraine-type headache which did not completely fulfil the International Headache Society criteria for migraine, seven (8.3%) children had episodic tension-type headache and three (3.6%) had other headache. Among the children who had migraine at age 11 to 12, boys had significantly more frequent migraine attacks than girls (mean 2.7/month versus 1.8/month; p=0.016). They also used more drugs and were more frequently absent from school because of headache than girls, but these differences were not significant. Problems in the relationships between parents seemed to be another factor associated with frequent migraine.

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Neaum, Sally. "School readiness and pedagogies of Competence and Performance: theorising the troubled relationship between early years and early years policy." International Journal of Early Years Education 24, no. 3 (2016): 239–53. http://dx.doi.org/10.1080/09669760.2016.1205970.

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Eggum-Wilkens, Natalie D., Carlos Valiente, Jodi Swanson, and Kathryn Lemery-Chalfant. "Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years." Early Childhood Research Quarterly 29, no. 1 (2014): 85–94. http://dx.doi.org/10.1016/j.ecresq.2013.10.002.

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de Lemos, Marion M. "Long Term Effects of Early School Entry." Australian Educational and Developmental Psychologist 5, no. 1 (1988): 6–11. http://dx.doi.org/10.1017/s081651220002575x.

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The debate regarding age of entry to school goes back a number of years. It seemed to come to a head in the late 1970s, coinciding with the visit to Australia of Dr Raymond Moore, who put forward the somewhat extreme view that children should not start school before the age of about 8 to 10 years. Hisargument was based on a maturational view of development. Experiences must wait until the child is ‘ready’ and the brain has ‘matured’. In particular, he argued that exposure to early reading and the close work involved in the pre-school and early primary school could harm the developing visual system and lead to long-term visual defects, particularly short-sightedness.Moore's position was of course contrary to the mainstream of thought in this area, and particularly the recognition, stemming from the work of Hebb and Piaget, of the importance of the early environment in laying the foundations for later development. It nevertheless had some popular appeal, and was taken up by various parent and teacher pressure groups who called for changes to school entry policies and specifically raising the age of entry to school to five years.

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Dijkstal, Johanna M., San-San Cooley, Ann M. Holleschau, Richard A. King, and C. Gail Summers. "Change in Visual Acuity in Albinism in the Early School Years." Journal of Pediatric Ophthalmology & Strabismus 49, no. 2 (2011): 81–86. http://dx.doi.org/10.3928/01913913-20110628-02.

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Lewis, Catherine C. "From Indulgence to Internalization: Social Control in the Early School Years." Journal of Japanese Studies 15, no. 1 (1989): 139. http://dx.doi.org/10.2307/132411.

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Ang, Lynn. "Preschool or Prep School? Rethinking the Role of Early Years Education." Contemporary Issues in Early Childhood 15, no. 2 (2014): 185–99. http://dx.doi.org/10.2304/ciec.2014.15.2.185.

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Mahyuddin, Rahil, and Habibah Elias. "Reading and Literacy Skills among Children in the Early School Years." International Journal of Interdisciplinary Social Sciences: Annual Review 3, no. 3 (2008): 135–40. http://dx.doi.org/10.18848/1833-1882/cgp/v03i03/52554.

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48

Fonder, Mark. "The Wisconsin School Music Association and Its Contests: The Early Years." Journal of Research in Music Education 37, no. 2 (1989): 112. http://dx.doi.org/10.2307/3344703.

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Egeland, Byron, Robert Pianta, and Maureen A. O'brien. "Maternal intrusiveness in infancy and child maladaptation in early school years." Development and Psychopathology 5, no. 3 (1993): 359–70. http://dx.doi.org/10.1017/s0954579400004466.

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AbstractUsing longitudinal data, a subsample of 37 high-risk children whose mothers were observed to be intrusive in their interactions with their 6-month-old infants in feeding and play situations were compared to 145 children from the same environmental risk sample. The children of mothers judged to be intrusive were doing poorly academically, socially, emotionally, and behaviorally in first and second grades. The findings were robust even after covarying out the effects of a maternal social/affective interaction factor, IQ, and stressful life events experienced by the family. The relation between an intrusive style of caretaking in infancy and child maladaptation in the early school years is viewed as support for a mutual regulation model of social engagement.

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Dalen, Monica, and Steinar Theie. "Academic Achievement Among Adopted and Nonadopted Children in Early School Years." Adoption Quarterly 22, no. 3 (2019): 199–218. http://dx.doi.org/10.1080/10926755.2019.1627448.

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Journal articles on the topic 'Early school years'

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