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School Readiness

Help your child get ready for their transition to kindergarten with these quick tips from our experts that explain the process and offer resources to guide you.

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Brief
Early Childhood Education
School Readiness

Research brief examining the role of transition difficulties in children’s skill development during kindergarten.

Sub Categories:
Brief
Early Childhood Education
School Readiness

Support young children during their transition to kindergarten through these resources for researchers, parents, and providers.

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Brief
Practitioner Resource
Project
Recap
White Paper
Assessments & Curriculum
Early Childhood Education
Language & Literacy
Parenting
School Readiness
Shared storybook reading is the term used to describe the interactions between an adult and a child while reading a storybook together. Whether occurring at home or in classrooms, libraries, or other settings, caregiver-child shared reading is a strategy for developing early literacy skills in young children, and is at the core of book distribution programs like the Ohio Governor’s Imagination Library program. Numerous studies conducted over [...]
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Brief
Early Childhood Education
School Readiness

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.

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Brief
Peer Reviewed Article
Assessments & Curriculum
Early Childhood Education
School Readiness

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.

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Peer Reviewed Article
Project
Early Childhood Education
Health & Well-Being
Language & Literacy
Media Use & Technology
Parenting
School Readiness

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.

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Peer Reviewed Article
Project
White Paper
Early Childhood Education
Health & Well-Being
School Readiness

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.

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Project
Assessments & Curriculum
Language & Literacy
School Readiness

This five-year, NIH-funded project will examine the effect of a specific reading comprehension intervention aimed at helping elementary school students.

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Project
Early Childhood Education
School Readiness

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.

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White Paper
Early Childhood Education
Language & Literacy
School Readiness

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.

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Project
Assessments & Curriculum
Early Childhood Education
Language & Literacy
School Readiness

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.

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Peer Reviewed Article
Project
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