Early Experiences Matter: Follow-Up Randomized Control Trials With Urban Families, are two follow-up studies examining the short-, mid- and long-term impacts of a play-based home-visitation intervention on young children’s school readiness skills, learning and social-emotional development from preschool through 3rd grade. We have almost completed data collection efforts to follow families longitudinally to explore the efficacy of a home-based intervention on children’s academic trajectory. We are currently seeking additional fiscal support for this work and are engaged in grant-writing and in-person-presentations to interested funders.
Learning More about Home Visitation: The Efficacy of Home Visitation for Low-Income Black & Latino Families evaluated the impact of a home-visitation program on young children’s social-emotional learning and literacy development. Two RCT’s were conducted in 2010-2012 in ethnically and linguistically diverse communities in NYC. To date little research has rigorously tested the effectiveness of a home-based program on measures of school readiness for diverse racial-ethnic groups. Currently, this project is in the dissemination phase.
Civic Engagement- Early Childhood: Are there early childhood developmental competencies that predict later civic behavior for low-income, diverse children and youth? Can early childhood settings provide unique opportunities for engagement in activities, which serve to facilitate and encourage prerequisites for later civic involvement? That is, what is the developmental foundation of civic engagement? These questions are being explored using data from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K). The results from this project have been disseminated.
Social Studies Curriculum in Urban Kindergarten Classrooms: An Opportunity for Theory and Measure Development: Social studies frameworks aim to prepare students for citizenship and civic engagement, yet there is no empirical evidence suggesting that such investments are a worthy goal. Kindergarten teachers in NYC public schools were asked guiding questions to explore the implementation of a civic-focused curriculum, document teacher’s views of children as developing citizens, and develop a Measure of Early Childhood Civic Engagement (MECCE). The following questions guide this study 1) How do kindergarten teachers implement, use and understand the civic-focused social studies curriculum and related benchmark items? (2) What are teacher’s views of children as emerging citizens? Study Two, Developing a Measure of Civic Engagement for Urban Children Living in Low-Income Contexts will utilize benchmark indicators from the state curriculum to develop and pilot the An additional component of this work will be to develop a measure of civic engagement for urban children living in low-income contexts. We will utilize benchmark indicators from the state curriculum to develop and pilot the MECCE.
Together these studies will expand our understanding of the development of civic engagement for young children; deepen our knowledge of teacher’s perceptions of emerging citizens; document the implementation of civics in kindergarten where high-stakes practices for other areas are pressing and, develop the first teacher-report measure of civic engagement for kindergarten children (MECCE) by adapting and expanding items from the NYC Social Studies Practices curriculum. Currently, this project is in the data collection and analysis phase.
Young Children & Opportunities for Play in Early Education Contexts: Data from the Early Childhood Time-Use in Schools Profile (ECTUS-P) is used to explore how, why and what type of classroom-based activities kindergarten children engage in, with a particular focus on how assessment time and accountability practices shape these experiences. Currently, this project is in the dissemination phase.
Trajectories to Success: What are the Service Pathways for Young Children in Immigrant Families? Using data from randomized samples of low-income, immigrant families, this project aims to identify and evaluate the varying service pathways for immigrant families with young children. For example, when do immigrant families utilize and benefit from early intervention services? Currently, this project is in the dissemination phase.
Fiyin Adesina, MA Candidate in Human Development and Social Intervention, NYU
Parenting in an Urban Context: Do Early Parental Concerns of Social-Emotional Competence Predict Later Levels of School-Aged Social-Emotional Skills?
Fiyin’s master’s thesis will be presented at both the NYU Applied Psychology Master’s Research Conference and Steinhardt Research and Scholarship Showcase 2017. Her thesis explores the influence of parental involvement in shaping children’s social-emotional competence for racially/ethnically diverse communities living in urban poverty across NYC.
Jessica Astudillo, Senior at Hunter College, CUNY
A Walk in the Park: Green Space Proximity and Children’s Socio-Emotional Health
Jessica’s independent honor’s thesis was presented at the 43rd Hunter College Psychology Convention 2015. Her thesis focused on developing an index for quantifying “green space” in an urban NYC community. She additionally explored how children’s access to green space relates to their socio-emotional development for urban Latino children living in poverty.
Kalina Gjicali, Doctoral Student in Educational Psychology at the the CUNY Graduate Center
Treatment-effects Estimation of a Home-based Visitation Intervention on Children’s Early Numeracy Skills
To date, there is a limited number of interventions that focus on promoting children’s mathematical knowledge while using a home-visitation approach and consequently, a limited number of research studies testing the effectiveness of home-based visitation interventions as measured by early numeracy. The project uses data from a larger longitudinal study from a low-income, urban sample and conducts an average treatment effects (ATEs) analysis to test group differences between treatment conditions on early numeracy competencies (oral counting, number identification, and quantity discrimination) among young children.
Juliana Karras-Jean Gilles, Doctoral Student in Human Development at the CUNY Graduate Center
Preparing Your Child to Meet the World: A Qualitative Inquiry of Afro-Caribbean & Black American Mothers’ Perspectives on Parenting
Parental perspectives regarding the role of play in a child’s life, particularly as it relates to learning and development, are understudied and narrow. There is a dearth of research available for perspectives of non-majority, diverse parents living in low-income, urban contexts. To address this issue, the project uses a grounded theory approach to investigate how diverse, urban low-income parents value and perceive play and learning in their child’s life. Participants will be recruited from an ongoing evaluation of an early childhood intervention. This work is funded by the CUNY Graduate Center’s Doctoral Student Research Grant.
Ivonne Monje, MA Candidate in Human Development and Social Intervention, NYU
Navigating the System: Experiences of Immigrant Latina Mothers in the Preschool Enrollment Process
Despite the connections between high-quality early childhood education and school readiness, data in the U.S consistently show that immigrant-origin children enroll in preschool at lower rates than children of non-immigrants. As efforts in early childhood education move forward (e.g. NYC Pre-K for All) it is important to understand the unique experiences of Latino immigrant families as they select opportunities for their children. The purpose of this study is to explore narratives from Latino immigrant families who have engaged in the preschool enrollment process and to help identify the challenges and strengths within this experience. This approach is necessary in order to inform policymakers so that future early education initiatives can better respond to the needs of immigrant families and appropriately serve their children.