Research brief examining the role of transition difficulties in children’s skill development during kindergarten.
Support young children during their transition to kindergarten through these resources for researchers, parents, and providers.
The Riveting Research blog series is a succinct summary of a new study with compelling design and implications. This week’s blog examines Ethiopia’s approach to rapidly expanding access to universal early education.
Research study co-authored by Crane Center Faculty Affiliate, Dr. Shayne Piasta, investigated the labels used to describe early childcare professionals by those in the field.
CKP Project focuses on the efficacy of the Core Knowledge in Preschool Program in promoting the math and science education of children who are at risk of socioeconomic disadvantage.
A study by Crane researcher, Dr. Britt Singletary, examines how informal care from other adults can impact infant and young-child development. Dr. Singletary presents findings on cognitive and language outcomes for infants aged 13-18 months.
Kids in Columbus Study (KICS) investigates how families with young children, specifically those living in low-income households, access and use community resources that are funded each year by the city of Columbus.
The Crane Center for Early Childhood Research and Policy is partnering with the City of Columbus and Future Ready Columbus to conduct a study on the Early Care and Education Landscape in Franklin County (“Landscape Study”).
The Landscape Study aims to identify salient early care and education experiences for children under the age of five in Franklin County. This includes participation in formal and informal care arrangements, caregiver beliefs and practices, and home learning activities and experience. The study also hopes to identify barriers and enablers to early care and education for families in the Columbus area.
A survey taken by early-childhood professionals demonstrated that educators, on average, are moderately racially conscious, meaning they understand that children of color experience racism. The “Don’t Look Away” book study sought to address issues of bias and increase awareness around anti-bias practices within the classroom. This white paper research shows an increase in posttest data from the baseline after participants completed the study.
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.