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Relevant bibliographies by topics / Universal preschool

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Academic literature on the topic 'Universal preschool'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Universal preschool"

1

Greenberg, Erica H. "Public Preferences for Targeted and Universal Preschool." AERA Open 4, no. 1 (2018): 233285841775312. http://dx.doi.org/10.1177/2332858417753125.

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For the past half century, debate over income-targeted and universal approaches to American preschool policy has divided advocates, policymakers, and practitioners. This is the first paper to inform the debate with evidence from public opinion. It begins with the design and fielding of a nationally representative poll of preferences for targeted and universal preschool (N = 1,000). This poll yields rich data with which to assess the causes and correlates of support for each approach. Results indicate that preschool preferences are conditioned by financial self-interest and egalitarian values a

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Christiansen, Hanna, Oliver Hirsch, Anika König, Ricarda Steinmayr, and Bernd Roehrle. "Prevention of ADHD related problems: a universal preschool program." Health Education 115, no. 3/4 (2015): 285–300. http://dx.doi.org/10.1108/he-03-2014-0040.

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Purpose – Early onset of behavioral disorders is predictive of long term adverse outcomes. There are some indicated and selective early prevention programs for attention deficit/hyperactivity disorder (ADHD), one of the most common behavioral disorders in childhood and adolescence. The purpose of this paper is to present a universal preschool program for preventing the development of ADHD related symptoms for children aged three to six. Design/methodology/approach – A total of 413 preschool children (experimental group (EG)=193; control group (CG)=220), and their teachers participated in the s

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Fuller, Bruce. "Universal Preschool – Developmentalists Enter the Fray." Human Development 52, no. 3 (2009): 163–64. http://dx.doi.org/10.1159/000213890.

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Miller, Luke C., and Daphna Bassok. "The Effects of Universal Preschool on Grade Retention." Education Finance and Policy 14, no. 2 (2019): 149–77. http://dx.doi.org/10.1162/edfp_a_00248.

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Nationwide, the percentage of four-year-olds enrolled in state-supported preschool programs has more than doubled since the early 2000s as states dramatically increased their investments in early childhood education. Florida's Voluntary Pre-kindergarten Program (VPK), which began in 2005, has been a national leader with respect to preschool access. This paper provides the first evidence of the program's impacts. We measure the effect of VPK participation on the likelihood that children are retained at any point between kindergarten and third grade. Using an instrumental variables approach, we

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Hartmann, E. E. "Project Universal Preschool Vision Screening: A Demonstration Project." PEDIATRICS 117, no. 2 (2006): e226-e237. http://dx.doi.org/10.1542/peds.2004-2809.

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Lazar, Irving. "Review of A Vision for Universal Preschool Education." Journal of Cognitive Education and Psychology 6, no. 2 (2007): 304–5. http://dx.doi.org/10.1891/194589507787382250.

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Drummond, Mary Jane. "book review: A Vision for Universal Preschool Education." Journal of Early Childhood Research 5, no. 2 (2007): 208–11. http://dx.doi.org/10.1177/1476718x070050020602.

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David, Tricia. "The universal and the national in preschool education." International Journal of Early Childhood 25, no. 2 (1993): 74. http://dx.doi.org/10.1007/bf03185627.

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Bartik, Timothy J. "Why Universal Preschool Is Really a Labor Market Program." Employment Research 16, no. 3 (2009): 8. http://dx.doi.org/10.17848/1075-8445.16(3)-7.

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Murano, Dana, Jeremy E. Sawyer, and Anastasiya A. Lipnevich. "A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions." Review of Educational Research 90, no. 2 (2020): 227–63. http://dx.doi.org/10.3102/0034654320914743.

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This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary studies showed small to medium effects for the overall development of social and emotional skills (Hedges’s g = .34) and for the reduction of problem behaviors (g = .32), with an overall grand mean of g = .35. For targeted interventions, delivered to

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Dissertations / Theses on the topic "Universal preschool"

1

Wolfe, Amy D. "West Virginia's Universal Preschool Program: The Relationship between Child Characteristics and Early Learning Scale (ELS) Growth." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399626124.

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South, Emogene C. Mrs. "Achievement of Elementary School Students and Attendance in Preschool Programs in Johnson County, Tennessee." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2328.

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The purpose of this study was to determine if a difference in achievement scores exist between students who attended the Johnson County School System preschool program and those who did not as measured by standardized TCAP achievement test Reading/Language Arts and Math scores of students in the third and fourth grades. The variables of grade level and preschool attendance were considered. The population consisted of students who were in the third or fourth grades in the Johnson County School System during the 2010-2011 school year through the 2012-2013 school year. Data gathered were from the

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Lowenstein, Amy Elisabeth. "Fostering the socio-emotional adjustment of low-income children the effects of universal pre-kindergarten and head start in Oklahoma /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/461268104/viewonline.

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Williams, Karen. "From Cribs to Crayons| A Study on the Use of Universal Curriculum and Assessment of Preschool Students and Teachers in the Classroom." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163338.

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<p> Current research indicates there is a correlation between participating in an early childhood program and a student’s performance on future standardized measures, including the challenge of using early learning standards (Feldman, 2010). This research study focused on state initiatives, and student participation in an early childhood preschool model centered on the use of universal curriculum and assessment designed to measure student outcomes aligned to learning targets, outlined in state preschool curriculum standards. Research shows learning decreases for students who have not par

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Conner, Anita Marie. "Investigation of the Association between Attendance in Preschool Programs and Achievement of Elementary School Students in Greeneville, Tennessee." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1907.

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The purpose of this study was to determine if a difference in achievement test scores exists between students who attended preschool and those who did not as measured by standardized achievement test scores of students in the 3rd and 4th grades. The variables of grade level and gender were also considered. The population consisted of students who attended 4th and 5th grades during the 2007-2008 school year in the Greeneville City Schools. Data gathered were from Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2006-2007 school year. Analysis of variance

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Wright, Teresa. "Impact of the Education Level of Voluntary Prekindergarten Teachers upon Kindergarten Student Readiness Rates." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5580.

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This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for

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Robbins, Sandra Hess. "The Effects and Feasibility of using Tiered Instruction to Increase Conversational Turn Taking for Preschoolers with and without Disabilities." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1365610657.

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Philip, William Churchill Houston. "Event quantification in the acquisition of universal quantification." 1994. https://scholarworks.umass.edu/dissertations/AAI9524738.

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This dissertation is an investigation of how preschool children understand the meaning of determiner universal quantifiers such as English every and all. Although grasping the distributive force of such words, and generally showing adult-like comprehension of simple universally quantified sentences, the typical four-year-old is seen often to have a strikingly nonadult-like understanding of the meaning of such sentences. This is shown by the child's comprehension performance under certain experimental conditions. The principal claim of this dissertation is that the child comprehension phenomena

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Clark, Constance Margarete. "Measuring Head Start across states." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3369.

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This paper examines various ways Head Start has been measured across states. The contribution to the literature is to look at new variables, the role they play, and the contribution they make to measuring the effectiveness and enrollment numbers of Head Start Programs across states.<br>text

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Books on the topic "Universal preschool"

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Zigler, Edward. A vision for universal preschool education. Cambridge University Press, 2006.

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Universal preschool: Policy change, stability, and the Pew Charitable Trusts. State University of New York Press, 2009.

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Golin, Stacie Carolyn. The price of school readiness: A tool for estimating the cost of universal preschool in the states. Institute for Women's Policy Research, 2004.

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The promise of preschool: From Head Start to universal pre-kindergarten. Oxford University Press, 2010.

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Raden, Anthony. Universal prekindergarten in Georgia: A case study of Georgia's lottery-funded pre-K program. Foundation for Child Development, 1999.

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New York (State). Division of Management Audit and State Financial Services. State Education Department, oversight of the expansion of the universal prekindergarten program. The Division, 2001.

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M, Pomerleau Tina, ed. Preschool-wide evaluation tool (PreSET) manual: Assessing universal program-wide positive behavior support in early childhood. Paul H. Brookes Publishing Company, 2012.

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Mukherjee, Diganta. An enquiry into Sarva Shiksha Abhiyan: The universial elementary education programme of india. Nova Science Publisher's Inc., 2011.

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Zigler, Edward. A Vision for Universal Preschool Education. Cambridge University Press, 2006.

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Heimer, Lucinda G., Ann Elizabeth Ramminger, Katherine K. Delaney, Sarah Galanter-Guziewski, and Lacey Peters. Reshaping Universal Preschool: Critical Perspectives on Power and Policy. Teachers College Press, 2020.

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Book chapters on the topic "Universal preschool"

1

Xue, Eryong, and Jian Li. "Promoting the Universal Development of Preschool Education in China." In Creating a High-Quality Education Policy System. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3276-1_6.

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Swiniarski, Louise Boyle. "The Evolution of Universal Preschool Education in a Global Age." In World Class Initiatives and Practices in Early Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7853-5_1.

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Makris, Molly Vollman. "Prolonged Gentrification: Universal Preschool, School Choice, and Real Estate Development." In Public Housing and School Choice in a Gentrified City. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137412386_8.

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Posada, Julián Esteban Gutiérrez, Heiko Hornung, Maria Cecília Martins, and Maria Cecília Calani Baranauskas. "A TUI-Based Storytelling for Promoting Inclusion in the Preschool Classroom." In Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20684-4_9.

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Ştefan, Catrinel Alice. "Assessing SEP Efficacy as a Function of Children’s Risk Status: A Separate Evaluation of Indicated and Universal Intervention Levels." In Social-Emotional Prevention Programs for Preschool Children's Behavior Problems. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74751-4_4.

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"UNIVERSAL PRESCHOOL." In Cradle to Kindergarten. Russell Sage Foundation, 2021. http://dx.doi.org/10.7758/9781610449069.10.

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Rose, Elizabeth. "Opening Doors to Universal Preschool in the 1990s." In The Promise of Preschool. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195395075.003.0005.

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Kostyk, Liubov, and Tetiana Babiuk. "Vocational Training of Preschool Teachers." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch007.

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The problem of communication in the information society is one of the most important. First of all, it is related to the educational sphere, because it aims at providing a comprehensive preparation of a person for the modern life in the world of various connections, communicative opportunities of social relations. Professional communication is the main form of the pedagogical process, the productivity of which is determined by the goals and values of communication accepted by all its subjects as the norm of individual behavior. It is revealed in the process of joint communication activity of people (subject-subject interaction), mediated by the exchange of information, in the process of which each of its participants acquires universal experience, social, pedagogical, communicative, moral and other values, knowledge and ways of communicative activity. He identifies, reveals and develops his own mental qualities, is formed as a person and as a subject of communication. In this sense, communication, communicative activity are important factors in a person’s mental development.

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Hochschild, Jennifer L., and Nathan Scovronick. "School Reform." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0008.

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AMERICANSGIVE A GRADE OF “B PLUS” to the schools attended by their own children, a “B minus” to the public schools in their community, and a “C” to the public schools nationally. Incumbent politicians extol the impact of the educational reforms they have sponsored while insurgents point to the problems that remain. Some analysts call for an “autopsy” on public education, others insist that such rhetoric represents a “manufactured crisis” comprised of “myths [and] fraud.” The American public education system is not in crisis. Some public schools are impressive and many are doing a good job, although most are not as good as they should be. In a few places, chiefly in poor urban districts (and in some poor rural districts as well), schools are failing miserably; they provide the evidence for people who see a crisis. Once again the most serious problems result from inequality. In part because of home and community influences, poor children often come to school less ready to learn than others, and they face more obstacles to educational success as they grow up. Parents and communities can and must contribute to alleviating this problem, just as social policies such as full employment, universal health insurance, and family allowances could help. As we have seen, however, it is the schools to which we have given the central responsibility to make the American dream work, to provide the structure and tools that all children need to pursue their dreams and maintain democracy. America has chosen to invest in schools rather than these other social policies to try to equalize opportunity; if our nation allows public education to fail the children who most need its help, then the dream is merely a sham. We cannot simultaneously substitute schools for other policies to alleviate poverty and permit schools to shirk the tasks needed to do the job. School reform can help poor children, and others, improve their performance. The movement for high standards has created a mechanism that can help all students to learn more. Preschool, summer school, and small classes can help them.

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Conference papers on the topic "Universal preschool"

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Tian, Yuhe. "Analysis of Universal Preschool Education System in China." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.139.

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Khalikova, Kamila Kasimovna. "Organization of work to support the universal cognitive competence development of children of senior preschool age." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463443.

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Syrova, Svetlana Ivanovna. "Didactic Game as a Universal Means of Education and Development of Children of Middle Preschool Age." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-553392.

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Yu, Jiayue. "Analysis of the Influence of “Universal Two-Child” Policy on the Development and Investment of Preschool Education." In Proceedings of the 2018 International Symposium on Social Science and Management Innovation (SSMI 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/ssmi-18.2019.48.

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Groza, Angela. "Development of scientific thinking in the educational process." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p23-28.

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The article addresses the topic of scientific thinking in preschool children, the need to identify objectives for early thought development programs and suggestions for promoting scientific learning programs in early childhood. This complex field of scientific thinking begins with the study of how children identify, observe, record, draw conclusions, make judgments being naturally curious and naturally passionate about learning. Studies in the field have highlighted the real availability of children to learn almost scientific techniques of natural phenomena, the tendency to discover single pro

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Reports on the topic "Universal preschool"

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Cascio, Elizabeth. Does Universal Preschool Hit the Target? Program Access and Preschool Impacts. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23215.

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Gray-Lobe, Guthrie, Parag Pathak, and Christopher Walters. The Long-Term Effects of Universal Preschool in Boston. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28756.

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Bassok, Daphna, Maria Fitzpatrick, and Susanna Loeb. Does State Preschool Crowd-Out Private Provision? The Impact of Universal Preschool on the Childcare Sector in Oklahoma and Georgia. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18605.

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Derrington, Taletha, Alison Huang, and Joseph Ferrie. Life Course Effects Of The Lanham Preschools: What The First Government Preschool Effort Can Tell Us About Universal Early Care And Education Today. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29271.

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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment

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