Publication Date
In 2025 | 1 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 15 |
Since 2016 (last 10 years) | 30 |
Since 2006 (last 20 years) | 33 |
Descriptor
Source
Author
Ansari, Arya | 3 |
Love, E. N. G. | 3 |
Osborne, J. D. | 3 |
Owen, J. L. | 3 |
Peisner-Feinberg, E. | 3 |
Pianta, Robert C. | 3 |
Ruzek, Erik A. | 3 |
Soliday Hong, S. | 3 |
Vitiello, Virginia E. | 3 |
Walker, J. | 3 |
Whittaker, Jessica V. | 3 |
More ▼ |
Publication Type
Reports - Research | 27 |
Journal Articles | 16 |
Numerical/Quantitative Data | 4 |
Reports - Descriptive | 3 |
Reports - Evaluative | 3 |
Education Level
Kindergarten | 33 |
Early Childhood Education | 30 |
Primary Education | 30 |
Elementary Education | 24 |
Preschool Education | 21 |
Grade 1 | 8 |
Grade 2 | 4 |
Grade 3 | 3 |
Adult Education | 2 |
Grade 4 | 1 |
High Schools | 1 |
More ▼ |
Audience
Parents | 2 |
Policymakers | 2 |
Teachers | 2 |
Location
California | 6 |
Georgia | 3 |
North Carolina | 2 |
Arizona | 1 |
Belgium | 1 |
Canada | 1 |
Italy | 1 |
Massachusetts | 1 |
Massachusetts (Boston) | 1 |
Netherlands | 1 |
New York (New York) | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Xinli Zhang; Yuchen Chen; Lailin Hu; Gwo-Jen Hwang; Yun-Fang Tu – International Journal of STEM Education, 2025
Background: In the digital age, fostering young children's computational thinking (CT) and executive functions (EFs) through programming has emerged as a significant research issue. While unplugged programming activities are commonly adopted in preschools, robot programming activities have recently gained attention for the potential to enhance…
Descriptors: Thinking Skills, Computation, Executive Function, Programming
Johnson, Anna D.; Partika, Anne; Martin, Anne; Horm, Diane; Phillips, Deborah A. – Child Development, 2023
The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills--both academic and executive functioning (EF)--than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in…
Descriptors: Preschool Education, Skill Development, Academic Ability, Executive Function
Alesi, Marianna; Costa, Sebastiano; Bianco, Antonino; Pepi, Annamaria – European Journal of Developmental Psychology, 2021
Structured motor tasks may affect cognitive development by creating a cognitively challenging "enriched environment', giving opportunity for social cooperation, increasing the joy to learn through play, improving the sense of mastery and competence. The study investigated the association between motor and cognitive exercises, through a…
Descriptors: Psychomotor Skills, Kindergarten, Young Children, Emergent Literacy
Elisa Garcia; Erika Gaylor; Dominique Tunzi; Madeline Cincebeaux; Todd Grindal – Society for Research on Educational Effectiveness, 2022
Background: A large evidence base suggests that without effective early intervention, young children who exhibit persistent challenging behavior often face a host of long-term social and academic challenges (Bulotsky-Shearer & Fantuzzo, 2011; Hauser-Cram & Woodman, 2016; Kazdin, 1995; Lane et al., 2008; Miller et al., 2017). Challenging…
Descriptors: Behavior Problems, Child Behavior, Intervention, Kindergarten
Bolduc, Jonathan; Gosselin, Nathalie; Chevrette, Tommy; Peretz, Isabelle – Early Child Development and Care, 2021
This study explores how music training impacts the development of inhibition control, phonological processing, and gross and fine motor skills in preschoolers. In a randomized controlled trial, 160 kindergarteners in a music programme, a motor programme, or a control group were examined. Children in the two experimental conditions took part in 19…
Descriptors: Music Education, Program Effectiveness, Inhibition, Self Control
Bayanova, Larisa; Chichinina, Elena; Veraksa, Aleksander; Almazova, Olga; Dolgikh, Alexandra – Education Sciences, 2022
Previous studies have shown that there is a positive correlation between attending music classes regularly and the development of executive functions. This paper discusses the results of a pilot study dedicated to determining the difference in the level of development of the components of executive functions (inhibitory control, cognitive…
Descriptors: Music Education, Executive Function, Preschool Children, Preschool Education
Starkey, Prentice; Klein, Alice; Clarke, Ben; Baker, Scott; Thomas, Jaime – Educational Research and Evaluation, 2022
A socioeconomic status (SES)-related achievement gap in mathematics emerges prior to school entry, and increases in elementary school. This gap makes implementation of demanding mathematics standards (e.g., the Common Core State Standards) an ongoing challenge. Early educational intervention is a strategy for addressing this challenge. A…
Descriptors: Socioeconomic Influences, Low Income Students, Achievement Gap, Preschool Education
Ansari, Arya; Zimmermann, Kathryn; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Yang, Qingqing; Ruzek, Erik A. – American Educational Research Journal, 2023
This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic…
Descriptors: Preschool Children, Kindergarten, Grade 1, Public Schools
Starkey, Prentice; Klein, Alice; Clarke, Ben; Baker, Scott; Thomas, Jaime – Grantee Submission, 2021
A socioeconomic status- (SES-) related achievement gap in mathematics emerges prior to school entry, and increases as children move through elementary school. This gap makes implementation of demanding mathematics standards (e.g., the Common Core State Standards) an ongoing challenge. Early educational intervention is a strategy for addressing…
Descriptors: Socioeconomic Influences, Low Income Students, Achievement Gap, Mathematics Achievement
Soliday Hong, S.; Zadrozny, S.; Walker, J.; Love, E. N. G.; Osborne, J. D.; Owen, J. L.; Peisner-Feinberg, E. – FPG Child Development Institute, 2023
Georgia's Pre-K Longitudinal Study followed a statewide sample of 1,169 children who attended Georgia's Pre-K Program in 2013-14 through their 4th grade year in 2018-19. The study was conducted by researchers at the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill. The following summary…
Descriptors: Longitudinal Studies, Preschool Education, Kindergarten, Grade 4
Fedewa, Alicia; Mayo, Molly Rose; Ahn, Soyeon; Erwin, Heather – Journal of Applied School Psychology, 2021
There is a growing body of evidence to support the benefits of physical activity on children's cognitions and behavior. Although children with ADHD are known to be at risk for deficits in cognitive processing, specifically executive functioning which controls the organization, regulation, and planning of behavior, little evidence exists about the…
Descriptors: Intervention, Physical Activities, Elementary School Students, Attention Deficit Hyperactivity Disorder
Soliday Hong, S.; Zadrozny, S.; Walker, J.; Love, E. N. G.; Osborne, J. D.; Owen, J. L.; Jenkins, G.; Peisner-Feinberg, E. – FPG Child Development Institute, 2021
The purpose of this study was to examine associations between attendance in Georgia's Pre-K Program and children's academic and social outcomes through third grade. This report includes a sub-study that incorporates a comparison group of children who did not attend any pre-k program. This report focuses on third grade outcomes, but it also…
Descriptors: Preschool Education, Primary Education, Grade 1, Grade 2
Soliday Hong, S.; Zadrozny, S.; Walker, J.; Love, E. N. G.; Osborne, J. D.; Owen, J. L.; Jenkins, G.; Peisner-Feinberg, E. – FPG Child Development Institute, 2021
This report summarizes results from the Georgia's Pre-K Longitudinal Study Third-Grade Report. The study followed a representative sample of children (n=1,169) from their pre-k experience (2013-2014) through the third grade (2017-2018). Study components include: (1) Standardized child assessments that measure skills across learning domains. By…
Descriptors: Preschool Education, Primary Education, Grade 1, Grade 2
Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A. – Developmental Psychology, 2020
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of…
Descriptors: Preschool Education, Program Effectiveness, Low Income Students, Kindergarten
Ros-Demarize, Rosmary; Graziano, Paulo A. – Journal of Early Intervention, 2021
The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed…
Descriptors: Autism, Pervasive Developmental Disorders, Summer Programs, Preschool Children