Gayle Luze

Children's Individual Experiences in Early Care and Education: Relations with Overall Classroom Quality and Children's School Readiness.

This study examined relations among childrens individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55−70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research Findings: Individual children in classrooms with small group sizes had higher quality individual experiences even though global classroom quality was not necessarily better. Higher levels of global classroom quality did not ensure that every child in the classroom was engaged fully in available interactions and activities. Children with disabilities were generally enrolled in classrooms with higher global quality and had higher quality individual experiences than those without disabilities; however, children without disabilities enrolled in these inclusive classrooms did not necessarily have a higher level of individual experiences than those in non-inclusive classrooms. Childrens individual experiences and the global quality of their classrooms were associated with their social skills. Only the quality of childrens individual experiences was found to be related to the quality of their relationships with teachers. Practice or Policy: Ratings of childrens individual experiences provide information beyond that provided by global ratings of classroom quality and have potential for informing efforts to individualize educational programs.

Developing a General Outcome Measure of Growth in Movement for Infants and Toddlers

Proficiency in movement, an important outcome in early childhood, is necessary for physical, cognitive, and social—emotional development. The development of an experimental measure for assessing growth in movement in children ages birth to 3 years is described. Based on general outcome measurement (GOM) procedures (e.g., Deno, 1997), the measure was intended for the identification of children having difficulty acquiring movement skills and the evaluation of the effectiveness of interventions for these children. Results from its use with a sample of 29 infants and toddlers demonstrated the feasibility of the measure. The 6-minute GOM was found to be reliable in terms of interobserver agreement and odd—even and alternate forms indices. Adequate criterion validity was demonstrated through use of a standardized measure of motor abilities and caregiver ratings of childrens movement skills. The GOM was sensitive to changes in key skill elements and growth in total movement rate with age. This Movement GOM holds great promise as a quick, inexpensive, and readily interpretable means of monitoring growth in movement for children from birth to 3 years.

Developing a General Outcome Measure of Growth in Social Skills for Infants and Toddlers.

Proficiency in social interaction with adults and peers is an important outcome in early childhood. The development of an experimental measure for assessing growth in social skills in children birth to 3 years is described. Based on the general outcome measurement (GOM) approach (e.g., Deno, 1997), the measure is intended for use by early intervention practitioners to identify children having difficulty acquiring social interaction skills and to monitor childrens progress during the course of interventions. Results from a sample of 57 infants and toddlers demonstrated the feasibility of 1 of 14 possible measures, positive verbal social behavior (PVSB), in terms of its sensitivity to growth over time, psychometric properties, and practicality for use by early interventionists. Implications for future research and practice are discussed.

Individual Experiences of Children With and Without Disabilities in Early Childhood Settings

This study examined the global quality of early care and education settings and individual childrens experiences in those settings. Sixty 4- to 5-year-old children (30 with disabilities and 30 without disabilities) were observed using the Early Childhood Environment Rating Scale—Revised (ECERS-R) and items from the ECERS-R adapted to focus on individual childrens experiences. Early childhood global quality had the largest effect on individual childrens experiences, after controlling for maternal education and child problem behavior. This relationship varied by childrens problem behavior but not by disability status. When parents reported more problem behavior in children in classrooms of higher global quality (ECERS-R score), individualized ECERS-R experience ratings were lower.

A Comparison of Teacher-Rated Classroom Conduct, Social Skills, and Teacher–Child Relationship Quality Between Preschool English Learners and Preschool English Speakers

This study examined the differences between preschool English learners and preschool English speakers in the areas of classroom conduct, social skills, and teacher–child relationship quality, as rated by their teachers. Data were taken from the Early Head Start Research and Evaluation Project. Students who were English learners were rated significantly more positively on classroom conduct and teacher–child relationship quality than students who were English speakers. There were no significant effects of the language(s) spoken in the classroom on teacher-rated skills. The need for further research and implications for the social interactions of English learners are discussed.

Predicting School Readiness for Low-Income Children with Disability Risks Identified Early

This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part of the Early Head Start Research and Evaluation Longitudinal Follow-up study. Children who had suspected developmental delays and did not receive Part C services had lower preacademic skill scores at kindergarten entry than those who had no disability indicators. In contrast, the preacademic skills at age 5 of children who received Part C services did not differ from those who had no disability indicators. A large proportion of children who had suspected developmental delays and did not receive Part C services by age 3 received Part B services later. Results highlight the importance of early intervention for low-income children who have suspected developmental delays to enhance their school readiness skills.

Moderating effects of gender on the relationship between poverty and children's externalizing behaviors

Previous research suggests that boys are at a greater likelihood of exhibiting externalizing behaviors throughout their childhood than girls. In addition, previous research suggests that children who are born into impoverished conditions are more likely to exhibit externalizing behaviors than their peers who are born into higher socio-economic conditions. The purpose of this study was to investigate and compare the trajectory of externalizing behaviors between boys and girls. In addition, the effects of poverty on externalizing behaviors by gender were also investigated. The findings suggest that in the sample used for this study, boys and girls were virtually equal in externalizing behaviors from 2 years old through 5th grade. In addition, analyses revealed that time spent in poverty predicted a greater occurrence of externalizing behaviors over time for girls, but not boys. These findings suggest that what has previously been assumed about externalizing behaviors in boys and girls may be less concrete than was once thought. Implications and future research directions are discussed.

Predicting Handwriting Performance in Kindergarteners Using Reading, Fine-Motor, and Visual-Motor Measures

To identify the relationship between early reading and writing performance, 48 kindergarten students (M age = 74.23 months) were assessed during the second semester. Significant correlations were found between reading, handwriting, fine-motor, and visual-motor measures. The scores of students in the At Risk reading group were significantly lower in handwriting, fine-motor, and visual-motor measures than students in the At Grade Level–reading group. Predictors of alphabet writing included student age, name writing, and initial sound fluency. Predictors of name writing included student age, alphabet writing, and visual-motor integration tests.

Identification of Disabilities and Service Receipt Among Preschool Children Living in Poverty

This study examined the prevalence of indicators of disability or potential disability among preschool-aged children enrolled in the Early Head Start Research and Evaluation Longitudinal Follow-Up. Three categories of indicators were established: received Part B services, developmental risk, and biological risk. The majority of participating children (62%) were classified into at least one category. Children living in poverty from birth through preschool and of minority status were among those most likely to be classified; these children were likely to have received a variety of services. The majority of children who received Part C services (79.8%) received Part B services as preschoolers, but 33% of the children with a developmental risk identified before age 3 continued to have a developmental risk during preschool yet did not receive specialized services. Results highlight the importance of understanding the relations among child and family characteristics and service receipt to inform policy and practice.

Improving Outcomes for Young Children by Assessing Intervention Integrity and Monitoring Progress "Am I Doing it Right and Is it Working?"

Qviding effective services to promote development of all children is rovidin the goal of programs serving young children; this is especially important for programs that include young children who have disabilities or are at risk. Ensuring effectiveness of programming for each individual child can be difficult, and many children will need individualized interventions to address their specific goals. It is essential that these interventions be planned and implemented well. In fact, the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) recommends practices addressing this issue with the guideline stating that, &dquo;Recommended instructional strategies are used with sufficient fidelity, consistency, frequency, and intensity to ensure high levels of behavior occurring frequently&dquo; (Wolery, 2002, p. 37). This article describes assessment of intervention integrity and child