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.
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.
Considerable efforts are underway across the United States to expand access to early childhood education for young children. Corresponding to increased access to early childhood education across the country is a need to improve children’s transition from early education settings into the primary grades. When children start kindergarten, they are transitioning into a context that is distinct from their earlier experiences.
With more children attending pre-kindergarten and expectations that children be “kindergarten ready,” concerns have emerged that preschools may be too academic in nature. This white paper attempts to shed light on these questions and offers valuable information in the conversation regarding play and academics in pre-K.
Alphabet knowledge is a basic building block for early reading and writing. Children who learn the forms, names and sounds of letters during early childhood are less likely to experience reading difficulties later in school. See highlights of Crane Center research and find resources for assessing and teaching the alphabet.
This year, we started Tuned In – our Friday morning round-up of policy-related news and analysis. It’s been a labor of love that my colleague Caitlin and I really enjoy providing to you all. In lieu of our regular edition today, here’s a reflection on nine of the best (policy-related) things that happened in 2019, in no particular order.
The transition from preschool to kindergarten presents several unique challenges. Children may experience heightened anxiety about moving to a new classroom and changes to their daily routine. To make the transition easier, teachers and parents can work collaboratively to provide children with the skills, knowledge, behaviors, and comfort necessary for success during this time.
Ohio has used the KRA, a statewide measure of school readiness that is aligned to the state’s early learning and development standards, since 2014. The measure is intended to help guide kindergarten teachers as they teach children of varying school readiness levels. Our authors examined whether the KRA predicted later reading success.
Last month, the Center for American Progress (CAP) published a list of recommendations for newly elected governors to take on early childhood within their first 100 days. Let’s take a look at how Ohio Governor-elect Mike DeWine aligns with these recommendations.
For many children, kindergarten is their official entrance into formal schooling. Although many children participate in preschool programs or child care, often kindergarten is the first setting in which academic skills are explicitly targeted. Many foundational academic skills are targeted within kindergarten programs, although reading-related skills have received the greatest attention in recent years.