Are there long-term effects of early child care?

Effects of early child care on children's functioning from 4(1/2) years through the end of 6th grade (M age=12.0 years) were examined in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n=1,364). The results indicated that although parenting was a stronger and more consistent predictor of children's development than early child-care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher-reported externalizing problems. Discussion focuses on mechanisms responsible for these effects, the potential collective consequences of small child-care effects, and the importance of the ongoing follow-up at age 15.     

Early retention: Are there long-term beneficial effects?

The purpose of this study was to examine whether retention of kindergarten and first-grade children is associated with long-term beneficial effects. Thirty-one children who had been retained were compared to 31 children who had similar grades but had never been retained. The dependent measures were grade point average in the second through fifth grades and four teacher-assessed areas of functioning in the fourth and fifth grade: social competence, cognitive competence, externalizing problems, and internalizing problems. The results indicated that retention was not associated with long-term beneficial effects but rather, especially for White children, appeared to be associated with poorer academic and social functioning. Implications and limitations of the study are discussed.     

Are children of young mothers disadvantaged because of their mother's age or family background?

Using a national sample of children 3 to 16 years old, this study found that the lower test scores and increased behavior problems of children born to younger mothers are not due to her age but to her family background. First, for nonfirstborn children, maternal age at first birth has a significant effect on test scores, whereas maternal age at the child's birth does not. Second, this study replicated a controversial study by Geronimus, Korenman, and Hillemeier (1994) and found that the disadvantage of children born to younger mothers is greatly reduced when maternal family background is controlled through a comparison of children born to sisters. Third, maternal age is not an important predictor of children's test score rates of improvement over time. This evidence suggests that maternal age is not causal.     

Can young infants add and subtract?

Three experiments (N = 68), using Wynn's procedure, tested 5-month-old infants' looking time reactions to correct and incorrect results of simple addition and subtraction transformations. The aim was to investigate both the robustness and the parameters of infants' arithmetic competence. Experiments 1 and 2 (N = 44) were replications of Wynn's first two experiments in which infants were shown addition (1 + 1 = 1 or 2) and subtraction (2 - 1 = 1 or 2) requiring imprecise calculation. Experiment 3 (N = 24) was a subtraction counterpart (3 - 1 = 1 or 2) to Wynn's third experiment requiring precise calculation of addition (1 + 1 = 2 or 3). Unlike Wynn, we found no systematic evidence of either imprecise or precise adding and subtracting in young infants. Our results, together with the mix of both positive and negative findings from other studies of infant arithmetic, suggest that infants' reactions to displays of adding and subtracting are variable and, therefore, that infants' numerical competencies are not robust. This conclusion is consistent with previous findings indicating that simple adding and subtracting develops gradually and continuously throughout infancy and early childhood.     

Do abused young children feel less pain?

The objective of this study was to investigate whether acute pain in abused children was under recognized by doctors and nurses compared to children evaluated for accidental injuries. We hypothesize that an abused child’s reaction to physical pain could be an additional symptom of this challenging diagnosis. For the observational prospective case control study in an emergency department, children were eligible when: younger than six years old, the reported trauma occurred within the previous seven days, the trauma comprised a bone injury or burn, and the child was able to express his or her pain. The case group comprised children for whom the medical team reported their abuse suspicions and supporting information to a court, and whose cases of abuse were subsequently confirmed. The control group consisted of children with a plausible cause for their injury and no obvious signs of abuse. The children were matched according to their age and type of trauma. The pain was assessed by doctors and nurses before analgesic administration using a certified pain scale.Among the 78 included children, pain was significantly less recognized in the abused children vs. the controls (relative risk = 0.63; 95% CI: 0.402–0.986; p = 0.04). We observed a discrepancy between the nurses’ and doctors’ scores for the pain assessments (Kappa coefficient = 0.59, 95% CI: 0.40–0.77). Our results demonstrate that pain expression in abused children is under recognized by medical staff. They also suggest that abused children may have reduced pain expression after a traumatic event. Paying particular attention to the pain of abused children may also optimize the analgesic treatment.     

Are there delays in reporting dyslexia in university learners? Experiences of university learning support staff

The number of students entering higher education in the UK has increased over the last few years due to the previous Labour Government directives to widen participation to a range of socially disadvantaged and/or under-represented groups. Dyslexic students form the largest single group of minority students currently entering higher education. However, there are ongoing challenges in identifying and supporting dyslexic students as there no obligation for students to report specific learning needs before or after they enter higher education. In order to cast more light on this ongoing issue, a small-scale educational research study was undertaken in December 2012 to investigate whether there may be delays in the reporting of dyslexia in learners once they commence higher educational study. The day-to-day working experiences of four support staff based at a learning services department in one UK university were explored. Methodology involved adopting a qualitative exploratory design using digitally recorded semi-structured interviews and a snowball sample. Interview data was analysed using thematic analysis. The key findings of the study indicated that dyslexia was more likely to be reported in the second and third year of a student’s higher educational journey. Further analysis of the study findings indicated a myriad of reasons for delayed or late reporting of dyslexia. Such reasons included maintaining of a non-disabled student identity, financial and/or time constraints or consciously and strategically deciding when to disclose dyslexia to improve final degree classifications. A number of further recommendations are made to enhance inclusive learning and teaching practices.     

Are there distinctive clusters of higher and lower status universities in the UK?

In 1992 the binary divide between universities and polytechnics was dismantled to create a nominally unitary system of higher education for the UK. Just a year later, the first UK university league table was published, and the year after that saw the formation of the Russell Group of self-proclaimed ‘leading’ universities. This paper asks whether there are distinctive clusters of higher and lower status universities in the UK, and, in particular, whether the Russell Group institutions can be said to constitute a distinctive elite tier. Cluster analysis of publicly available data on the research activity, teaching quality, economic resources, academic selectivity, and socioeconomic student mix of UK universities demonstrates that the former binary divide persists with Old (pre-1992) universities characterised by higher levels of research activity, greater wealth, more academically successful and socioeconomically advantaged student intakes, but similar levels of teaching quality, compared to New (post-1992) institutions. Among the Old universities, Oxford and Cambridge emerge as an elite tier, whereas the remaining 22 Russell Group universities appear to be undifferentiated from the majority of other Old universities. A division among the New universities is also evident, with around a quarter of New universities forming a distinctive lower tier.     

‘Are you working or playing?’ Investigating young children’s perspectives of classroom activities

Play is valued conceptually and pedagogically, although its place in early years settings is under increasing pressure. Framed by the sociology of childhood and understandings of children’s agency, this article reports on an ethnographic study with children aged five years in the first year of primary school in Australia. The study investigated children's understandings of play in classroom activities involving different periods of teacher-framed and child-selected activities. Drawing on children’s accounts and video-recorded observations, the study found that children’s participation was influenced by teacher-framed agendas, and the agency afforded to them to engage in self-chosen activities and to design and negotiate their play spaces. For instance, children generally were unenthusiastic about writing activities and called these activities ‘work’ if they were directed by the teacher, and yet they consistently chose to engage in writing activities during periods of freely chosen activities. The findings raise questions about what counts as ‘play’ and ‘work’ for children, and the important function of play and free choice to mobilise participation in foundational academic activities such as writing. These understandings generate opportunities for educators to reflect upon ways to enhance children’s participation in everyday play activities in the classroom as supporting foundational academic activities.     

Are Elementary Preservice Teachers Floating or Sinking in Their Understanding of Buoyancy?

International Journal of Science and Mathematics Education - This research study investigated conceptions about buoyancy held by 55 elementary preservice teachers enrolled in a science methods...     

Group work: Pleasure or pain? An effective guidance activity or a poor substitute for one-to-one interactions with young people?

This paper defines the concept of personal learning and development (PLD) group work as a guidance activity in both career counselling and youth support practice. It introduces the FAAST model—a framework for planning, preparing and delivering PLD group sessions (Westergaard in Effective group work with young people. Open University, Maidenhead, 2009). The paper goes on to present a research project exploring PLD group work. Key findings are shared at the initial stages of the study related to the efficacy of PLD group work and the use of the FAAST model in the planning, preparation and delivery of group sessions.     

Are there implications for prevention research from studies of resilience?

In this commentary, the question is raised whether prevention research can benefit from resilience research in designing interventions. Although many areas in the investigative interests of prevention and resilience researchers overlap, Luthar, Cicchetti, and Becker may have set the bar too high for defining resilience in the context of varying levels of adversity.     

Self-regulation in young children: Is there a role for sociodramatic play?

This study tested Vygotsky’s assumption that sociodramatic play in early childhood contributes importantly to the development of self-regulation. It also explored whether the link between sociodramatic play and self-regulation differs for impulsive and nonimpulsive preschoolers. In a short-term longitudinal design, 51 middle-income 3- and 4-year-olds were observed in their preschool classrooms. Naturalistic observations of total dramatic play, complex sociodramatic (CSD) play, and solitary dramatic play and of self-regulation in two classroom contexts—clean-up periods and group circle time—were gathered at Time 1, in the fall of the school year. To assess development of self-regulation, clean-up and circle time observations were repeated at Time 2, in late winter and early spring. CSD play predicted development of self-regulation during clean-up periods, whereas solitary dramatic play was negatively correlated with improvement in clean-up performance. The CSD play/improved self-regulation relationship was particularly strong for high-impulsive children, nil for low-impulsive children. Findings are consistent with Vygotsky’s theory and suggest that sociodramatic experiences may be especially advantageous for impulsive children, who are behind their peers in self-regulatory development.     

Self-evaluation accuracy and satisfaction with performance: Are there affective costs or benefits of positive self-evaluation bias?

This paper examines how self-evaluation biases may influence satisfaction with performance. A review of theoretical positions suggests there are two views, both of which are supported by studies involving laboratory tasks. The first view predicts affective costs, and the second affective benefits of positive self-evaluation bias. We test the opposing predictions with the data of a study in which fifth-graders’ self-evaluation, performance, and satisfaction with performance were measured before and after a four-week arithmetic training program. Our findings support the benefit view, that is, students with a negative self-evaluation bias rated their satisfaction with performance significantly less than those with positive bias, even though both performed comparably.     

Understanding humerus fractures in young children: Abuse or not abuse?

Fractures are the second most common abusive injury occurring in young children, particularly those under 2 years of age. The humerus is often affected. To better identify factors discriminating between abusive and non-abusive humerus fractures, this retrospective study examined the characteristics and mechanisms of injuries causing humerus fractures in children less than 18 months of age. Electronic medical records were reviewed for eligible patients evaluated between September 1, 2007 and January 1, 2012 at two children’s hospitals in Chicago, IL. The main outcome measures were the type of fracture and the etiology of the fracture (abuse vs not abuse). The 97 eligible patients had 100 humerus fractures. The most common fracture location was the distal humerus (65%) and the most common fracture type was supracondylar (48%). Child Protection Teams evaluated 44 patients (45%) and determined that 24 of those had 25 fractures caused by abuse (25% of the total study population).Among children with fractures determined to have been caused by abuse, the most common location was the distal humerus (50%) and the most common types were transverse and oblique (25% each); however, transverse and oblique fractures were also seen in patients whose injuries were determined to have been non-abusive. A younger age, non-ambulatory developmental stage, and the presence of additional injuries were significantly associated with abusive fractures. Caregivers did not provide a mechanism of injury for half of children with abusive fractures, whereas caregivers provided some explanation for all children with non-abusive fractures.     

Disabled or young? Relative age and special education diagnoses in schools

This study extends recent findings of a relationship between the relative age of students among their peers and their probability of disability classification. Using three nationally representative surveys spanning 1988–2004 and grades K-10, we find that an additional month of relative age decreases the likelihood of receiving special education services by 2–5 percent. Relative age effects are strong for learning disabilities but not for other disabilities. We measure them for boys starting in kindergarten but not for girls until 3rd grade. We also measure them for white and Hispanic students but not for black students or differentially by socioeconomic quartiles. Results are consistent with the interpretation that disability assessments do not screen for the possibility that relatively young students are over-referred for evaluation. Lastly, we present suggestive evidence that math achievement gains due to disability classification may differentially benefit relatively young students.     

Are there demonstration effects of fiscal expenditures on higher education in China? An empirical investigation

This paper investigates the spatial demonstration effects of local governments' fiscal expenditures on higher education in China. Using regional panel data from 1999 to 2015 and spatial econometric models, this paper finds that the developed region of Eastern China has not shown greater willingness to spend on higher education than the less developed regions of Central and Western China. Local governments' fiscal expenditures on higher education have significant spatial demonstration effects, which are strongest in Central China. The attenuation boundary test shows that, as the economic distance increases, the demonstration effect becomes weaker. Econometric models, including the interaction of economic growth and the spatial lag term show that the demonstration effect is enhanced by economic growth. Henceforth, this paper concludes that, to increase fiscal expenditures on higher education in China and save incentive costs, with the local governments being the main investors, the central government can achieve the goal of increasing the total fiscal expenditures on higher education by exerting the spatial demonstration effect. It will eventually drive local governments to spend more on higher education by strongly encouraging others beforehand.     

Understanding forearm fractures in young children: Abuse or not abuse?

This retrospective study describes the characteristics and mechanisms of forearm fractures in children <18 months adding to the evidence-base about forearm fractures. It also examines which features of forearm fractures in young children may help discriminate between abusive and noninflicted injuries. Electronic medical records were reviewed for eligible patients evaluated between September 1, 2007 and January 1, 2012 at two children's hospitals in Chicago, IL. The main outcome measures were the type of fracture and the etiology of the fracture (abuse versus not abuse). The 135 included patients sustained 216 forearm fractures. Most were buckle (57%) or transverse (26%). Child protection teams evaluated 47 (35%) of the patients and diagnosed 11 (23%) as having fractures caused by abuse. Children with abusive versus non-inflicted injuries had significant differences in age (median age 7 versus 12 months), race, and presence of additional injuries. Children with abusive forearm fractures often presented without an explanation or a changing history for the injury. Children with non-inflicted forearm fractures often presented after a fall. No particular type of forearm fracture was specific for child abuse. Any forearm fracture in a young child should be evaluated with special attention to the details of the history and the presence of other injuries. Young age, additional injuries, and an absent or inconsistent explanation should increase concern that the fracture was caused by child abuse.     

Adult developmental dyslexia in a shallow orthography: Are there subgroups?

The existence and stability of subgroups among adult dyslexic readers of a shallow orthography was explored by comparing three different cluster analyses based on previously suggested combinations of two variables. These were oral reading speed versus accuracy, word versus pseudoword reading speed, and phonological awareness versus rapid naming. The three analyses were conducted with the same group of dyslexic adults. Each analysis produced three subgroups, corresponding to ones previously suggested in the literature. However, the subgroups had only little overlap from one analysis to another. Each clustering produced somewhat different subgroup profiles in phonological processing, reading, intelligence, temporal acuity, and sensory short-term memory. However, the shared difficulties of the solutions in several language-related and sensory tasks suggest the conclusion that developmental dyslexia does not causally consist of subgroups, at least in shallow orthographies. Further, the shared sensory difficulties suggest that impaired temporal acuity and sensory short-term memory may reflect the severity of a primary disorder that dyslexic readers cannot compensate by strategies.     

Are we there yet? Progress in promoting independent learning in a Sixth Form College

This brief report describes an investigation into whether research into independent learning undertaken in Holland could be replicated in an English Sixth Form College. The research explored the degree to which a College’s drive towards self-regulated learning had impacted on students’ attitudes and behaviours. The findings echo much of the findings reported from the Dutch research and suggest that there is still work to do if we are to realise fully the ideal of independent learning.