Quality and Curriculum

Publications and Research

A collection of blog posts from early childhood education experts, on concerns about Common Core State Standards in early childhood education, including selected resources for parents and educators. You can link to the first post in the series here: http://preschoolmatters.org/2015/03/26/top-concerns-about-common-core-st... and click on the sidebar there for March and April to find other posts.

This presentation from the NAEYC 2014 Annual Conference & Expo in Dallas, Texas, discusses the value of incorporating language - both teacher and student - in early mathematics learning experiences. 

The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon observational evidence collected by the teacher over a period of roughly three months. This [report] outlines how decisions about the content of the instrument were made, based on several criteria, and the value of the instrument. The items assessed represent the development of kindergarten children, are measurable (observable), develop on a continuum (to see growth and development over time), and are critical to present and future learning.

In this report to New Jersey Council for Young Children (NJCYC) Department of Education, researchers present the results of two studies of the quality of child care received by infants and toddlers in New Jersey which addressed the following questions: What is the quality of infant and toddler center-based care in New Jersey?  What is the quality of this infant/toddler care in each of the twenty one counties?  What are some common strengths and weaknesses of infant and toddler center-based care?    

At the recent STEM Smart Conference, NIEER Assistant Research Professor Kimberly Brenneman presented on the SciMath-DLL project, involves the design, development, and testing of a professional development model that integrates supports for dual language learners with high-quality math and science instruction. This session described the evidence that supports SciMath-DLL, engages participants in hands-on activities that illustrate our approach to professional development, and include an interactive discussion of challenges to, and promising solutions for, implementation of effective, research-based practice. 

Presentation Slides