New research shows that observations of early childhood classrooms, often required by state regulatory systems, show differences between a teacher’s perceptions of their own literacy instruction and what is seen by observers. Read on to learn more about the findings and possible action steps.
The Preschoolers’ Experiences and Activities in Childcare project (PEACh) examines how preschool classrooms shape children’s experiences and social development.
This Crane study examines the persisting research-to-practice gap for teachers in early childhood special education classrooms, specifically for children with autism spectrum disorder. Read more about the study’s findings and ideas on how to close this gap.
A recent questionnaire surveying kindergarten teachers found that a majority (72%) said children had difficulty in the transition to kindergarten, with boys and children with IEPs more likely to have difficulty. This white paper shares research about children’s kindergarten transitions and key recommendations for policymakers, researchers and practitioners.
The Crane Center’s Promoting Preschoolers’ Early Language Learning (ProPELL) project is an IES-funded project designed to investigate preschoolers’ early language learning. This project is done in partnership with colleagues from the University of Nebraska-Lincoln.
This Crane study used head-mounted cameras to examine preschool peer conflicts, as well as how and when teachers intervene. Read more about the study’s findings and what it could mean for teacher approaches to interventions.
Our policy team shares four things that they will be paying attention to in 2021 regarding early childhood policy. They are careful to note, these are not* predictions (after what 2020 taught us about making predictions for the year).
The BrightStart! project involves a collaboration with the Nemours Children’s Health System, Columbus’ Ready4Success initiative, and local early childhood programs to examine the efficacy of the Nemours® BrightStart! program through a 5-year randomized controlled trial funded by the Institute of Education Sciences.
With only a few studies on the pathways that children take from birth to kindergarten, this OSU study shows the variety of pathways children take to reach kindergarten.
Crane and Schoenbaum Centers, in partnership with Greene County Educational Service Center and Madison-Champaign Educational Service Center received a Striving Readers Comprehensive Literacy Grant to form the Ohio State Research Foundation Consortium which aimed to improve literacy outcomes for Ohio children birth to age five.