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  • 1
    Online Resource
    Online Resource
    Wiley ; 2021
    In:  Monographs of the Society for Research in Child Development Vol. 86, No. 1 ( 2021-03), p. 7-119
    In: Monographs of the Society for Research in Child Development, Wiley, Vol. 86, No. 1 ( 2021-03), p. 7-119
    Abstract: Research demonstrates that children's participation in quality early childhood care and education often has immediate positive effects on their social‐emotional, self‐regulation, and achievement outcomes. Most of the research on the impacts of early child care and education has focused narrowly on the United States, but advocacy for economic and social investment in early childhood care and education to support future children's growth and well‐being now exists on an international scale. The longer‐term outcomes from prekindergarten programs have not been as strong. To improve children's long‐term outcomes, one suggested strategy is an intentional, scripted curriculum. Our goal in this monograph is to provide a fully integrated and comprehensive account of a large‐scale, longitudinal, field‐based randomized control trial of the Tools of the Mind (Internal consistency of the Tools ) prekindergarten curriculum that occurred in the United States. Our intent is twofold. First, we examine the impact of the Tools curriculum itself, addressing both the potential impacts of the curriculum to improve prekindergarten quality and children's academic, executive function, self‐regulation, and social outcomes. Second, we consider the broader question of whether the use of intentional, scripted curricula during early education can, more generally, enhance both short‐ and long‐term outcomes in children. Developed from a Vygotskian framework, Tools focuses on equipping children with cognitive tools for learning that they can then apply to the task of acquiring and sustaining academic knowledge as well as behavioral competencies. Thus, Tools is an integrated, comprehensive curriculum, not a supplementary one. The Tools approach follows from a socio‐cultural perspective on child development that emphasizes children's acquisition of skills and cultural tools in collaboration with knowledgeable others. The methodology of the 4‐year longitudinal cluster randomized control trial is described in detail. We provide comprehensive information about recruitment, randomization of treatment condition, child assessment instrumentation and procedures, as well as observational assessments, including fidelity of implementation and teacher and child classroom behaviors. We provide results comparing 32 classrooms assigned to the Tools condition and 28 assigned to the business‐as‐usual control condition for children's academic, executive function, self‐regulation, and social gains from prekindergarten to the end of first grade. Developers of the curriculum specifically expected to see benefits on these measures. There were no positive effects for Tools on any of the outcomes. The lack of expected curriculum effects required careful consideration and raised more general questions about how curriculum experiences manifest themselves in assessed skills. As a first step to understanding the findings, we focused on teachers who were implementing Tools and examined the degree to which the curriculum was delivered as intended and the relations between fidelity of implementation and children's outcomes in prekindergarten. Results indicated a wide variation in observed fidelity of implementation but no consistent associations between fidelity of implementation and any child outcomes. In terms of more general practices and interactions associated with positive student outcomes, developers of the curriculum hypothesized that implementing Tools would enhance classroom practices and teacher–child interactions. Among the aspects they expected to be affected were the amount of non‐instructional behaviors, teacher‐led and child‐directed activities, teacher and child talk, social learning interactions, classroom emotional climate, quality of teacher instruction, and children's level of involvement. Teachers varied as much within treatment and control classrooms as they did between conditions on most of the aspects examined. We found no differences between experimental conditions on most practices and interactions. Curricula vary in scope and content, but they are universally intended to change classroom processes in ways that in turn will facilitate the development of targeted skills. For this mediational hypothesis to hold, the targeted classroom processes must be associated with child outcomes. We examined the associations between the classroom processes and children's prekindergarten and kindergarten gains and found support for their importance in early childhood classrooms. These findings demonstrate the value of identifying strategies to enhance these classroom practices and interactions. We situate the findings of our study within the larger context of early childhood education expansion policies and practices, and we offer a set of lessons learned. The study we report is a single evaluation of a single curriculum, yet we hold that the lessons learned are general and shed light on understanding why evaluations of curriculum have yielded such mixed results.
    Type of Medium: Online Resource
    ISSN: 0037-976X , 1540-5834
    URL: Issue
    Language: English
    Publisher: Wiley
    Publication Date: 2021
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    detail.hit.zdb_id: 2024613-4
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  • 2
    In: Child Development, Wiley, Vol. 88, No. 5 ( 2017-09), p. 1466-1479
    Abstract: The title for this Special Section is Bringing Developmental Science into the World , edited by Roberta Michnick Golinkoff, Kathy Hirsh‐Pasek, Rachel Grob, and Mark Schlesinger
    Type of Medium: Online Resource
    ISSN: 0009-3920 , 1467-8624
    URL: Issue
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2017
    detail.hit.zdb_id: 215602-7
    detail.hit.zdb_id: 2047406-4
    SSG: 5,2
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  • 3
    Online Resource
    Online Resource
    Informa UK Limited ; 2023
    In:  Theory Into Practice Vol. 62, No. 2 ( 2023-04-03), p. 141-154
    In: Theory Into Practice, Informa UK Limited, Vol. 62, No. 2 ( 2023-04-03), p. 141-154
    Type of Medium: Online Resource
    ISSN: 0040-5841 , 1543-0421
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2023
    detail.hit.zdb_id: 2067098-9
    SSG: 5,3
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  • 4
    Online Resource
    Online Resource
    Elsevier BV ; 2019
    In:  Early Childhood Research Quarterly Vol. 49 ( 2019-34), p. 122-137
    In: Early Childhood Research Quarterly, Elsevier BV, Vol. 49 ( 2019-34), p. 122-137
    Type of Medium: Online Resource
    ISSN: 0885-2006
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2019
    detail.hit.zdb_id: 2021633-6
    SSG: 5,2
    SSG: 5,3
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  • 5
    In: Early Childhood Research Quarterly, Elsevier BV, Vol. 47 ( 2019-32), p. 341-356
    Type of Medium: Online Resource
    ISSN: 0885-2006
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2019
    detail.hit.zdb_id: 2021633-6
    SSG: 5,2
    SSG: 5,3
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  • 6
    In: Acta Psychologica, Elsevier BV, Vol. 238 ( 2023-08), p. 103983-
    Type of Medium: Online Resource
    ISSN: 0001-6918
    RVK:
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2023
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    detail.hit.zdb_id: 1480049-4
    SSG: 5,2
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  • 7
    Online Resource
    Online Resource
    Frontiers Media SA ; 2022
    In:  Frontiers in Education Vol. 7 ( 2022-7-7)
    In: Frontiers in Education, Frontiers Media SA, Vol. 7 ( 2022-7-7)
    Abstract: This study explores the executive function (EF) skills in a sample of 4-year-old children enrolled in inclusive prekindergarten (pre-k) classrooms. We compare the EF skills and important classroom behaviors of children with and without identified special needs as well as a sample of English language learners (ELL) in the same classrooms. Identification of special needs and ELL status were each examined as these factors have previously been shown to be associated with young children’s EF skills. Compared to their classroom peers, children with identified special needs not only began the year with lower EF skills but made fewer gains over the school year, a similar pattern was observed for children identified as ELL. Compared to their peers, children with identified special needs were observed as engaging in lower levels of involvement, sequential behaviors, and social learning interactions and higher levels of unoccupied and disruptive behaviors, a pattern that was also found for children’s entering EF skills (e.g., lower entering EF scores associated with lower levels of involvement). Lastly, children’s classroom behaviors differed across teacher-directed and children-directed learning with level of involvement and social-learning interactions higher during child-directed learning, and sequential behaviors higher in teacher-directed learning, a pattern that held across all groups of children.
    Type of Medium: Online Resource
    ISSN: 2504-284X
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2022
    detail.hit.zdb_id: 2882397-7
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  • 8
    In: Reading Research Quarterly, Wiley, Vol. 51, No. 2 ( 2016-04), p. 181-198
    Type of Medium: Online Resource
    ISSN: 0034-0553
    Language: English
    Publisher: Wiley
    Publication Date: 2016
    detail.hit.zdb_id: 2055477-1
    SSG: 24,1
    SSG: 5,3
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  • 9
    In: JAMA Network Open, American Medical Association (AMA), Vol. 6, No. 7 ( 2023-07-13), p. e2323349-
    Abstract: Current data identifying COVID-19 risk factors lack standardized outcomes and insufficiently control for confounders. Objective To identify risk factors associated with COVID-19, severe COVID-19, and SARS-CoV-2 infection. Design, Setting, and Participants This secondary cross-protocol analysis included 4 multicenter, international, randomized, blinded, placebo-controlled, COVID-19 vaccine efficacy trials with harmonized protocols established by the COVID-19 Prevention Network. Individual-level data from participants randomized to receive placebo within each trial were combined and analyzed. Enrollment began July 2020 and the last data cutoff was in July 2021. Participants included adults in stable health, at risk for SARS-CoV-2, and assigned to the placebo group within each vaccine trial. Data were analyzed from April 2022 to February 2023. Exposures Comorbid conditions, demographic factors, and SARS-CoV-2 exposure risk at the time of enrollment. Main Outcomes and Measures Coprimary outcomes were COVID-19 and severe COVID-19. Multivariate Cox proportional regression models estimated adjusted hazard ratios (aHRs) and 95% CIs for baseline covariates, accounting for trial, region, and calendar time. Secondary outcomes included severe COVID-19 among people with COVID-19, subclinical SARS-CoV-2 infection, and SARS-CoV-2 infection. Results A total of 57 692 participants (median [range] age, 51 [18-95] years; 11 720 participants [20.3%] aged ≥65 years; 31 058 participants [53.8%] assigned male at birth) were included. The analysis population included 3270 American Indian or Alaska Native participants (5.7%), 7849 Black or African American participants (13.6%), 17 678 Hispanic or Latino participants (30.6%), and 40 745 White participants (70.6%). Annualized incidence was 13.9% (95% CI, 13.3%-14.4%) for COVID-19 and 2.0% (95% CI, 1.8%-2.2%) for severe COVID-19. Factors associated with increased rates of COVID-19 included workplace exposure (high vs low: aHR, 1.35 [95% CI, 1.16-1.58]; medium vs low: aHR, 1.41 [95% CI, 1.21-1.65] ; P   & amp;lt; .001) and living condition risk (very high vs low risk: aHR, 1.41 [95% CI, 1.21-1.66]; medium vs low risk: aHR, 1.19 [95% CI, 1.08-1.32] ; P   & amp;lt; .001). Factors associated with decreased rates of COVID-19 included previous SARS-CoV-2 infection (aHR, 0.13 [95% CI, 0.09-0.19]; P   & amp;lt; .001), age 65 years or older (aHR vs age & amp;lt;65 years, 0.57 [95% CI, 0.50-0.64]; P   & amp;lt; .001) and Black or African American race (aHR vs White race, 0.78 [95% CI, 0.67-0.91]; P  = .002). Factors associated with increased rates of severe COVID-19 included race (American Indian or Alaska Native vs White: aHR, 2.61 [95% CI, 1.85-3.69]; multiracial vs White: aHR, 2.19 [95% CI, 1.50-3.20] ; P   & amp;lt; .001), diabetes (aHR, 1.54 [95% CI, 1.14-2.08]; P  = .005) and at least 2 comorbidities (aHR vs none, 1.39 [95% CI, 1.09-1.76]; P  = .008). In analyses restricted to participants who contracted COVID-19, increased severe COVID-19 rates were associated with age 65 years or older (aHR vs & amp;lt;65 years, 1.75 [95% CI, 1.32-2.31]; P   & amp;lt; .001), race (American Indian or Alaska Native vs White: aHR, 1.98 [95% CI, 1.38-2.83]; Black or African American vs White: aHR, 1.49 [95% CI, 1.03-2.14] ; multiracial: aHR, 1.81 [95% CI, 1.21-2.69]; overall P  = .001), body mass index (aHR per 1-unit increase, 1.03 [95% CI, 1.01-1.04]; P  = .001), and diabetes (aHR, 1.85 [95% CI, 1.37-2.49]; P   & amp;lt; .001). Previous SARS-CoV-2 infection was associated with decreased severe COVID-19 rates (aHR, 0.04 [95% CI, 0.01-0.14]; P   & amp;lt; .001). Conclusions and Relevance In this secondary cross-protocol analysis of 4 randomized clinical trials, exposure and demographic factors had the strongest associations with outcomes; results could inform mitigation strategies for SARS-CoV-2 and viruses with comparable epidemiological characteristics.
    Type of Medium: Online Resource
    ISSN: 2574-3805
    Language: English
    Publisher: American Medical Association (AMA)
    Publication Date: 2023
    detail.hit.zdb_id: 2931249-8
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  • 10
    In: eBioMedicine, Elsevier BV, Vol. 96 ( 2023-10), p. 104799-
    Type of Medium: Online Resource
    ISSN: 2352-3964
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2023
    detail.hit.zdb_id: 2799017-5
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