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Session Type: Symposium
Early childhood education is replete with debates about the role of content-focused versus “child-centered” approaches. Little research evaluates whether these stand in opposition or can be synergistically combined. We conducted an efficacy trial of such a synthesis, evaluating the integration of two empirically-tested interventions, one in mathematics, one play-based, designed to promote self-regulation, with children from low-income families. The symposium will consist of four presentations, on: (a) new statistical techniques we used to correct for late pretest, (b) impacts on mathematics, (c) impacts on self-regulation (including executive function, working memory, etc.), and (d) impacts on expressive language (analyses for a-c include mediators and moderators). Results have implications for the aforementioned debate and for designing early childhood curricula and programs.
Approaches to Incorporating Late Pretests in Experiments - Fatih Unlu, Abt Associates Inc.; Douglas H. Clements, University of Denver
Impacts on Mathematics of an Intervention Synthesizing Early Mathematics and Make-Believe Play - Julie Sarama, University of Denver; Fatih Unlu, Abt Associates Inc.; Douglas H. Clements, University of Denver; Carolyn J. Layzer, Abt Associates Inc.
Self-Regulation Impacts (Executive Function, Working Memory) of an Intervention Synthesizing Early Mathematics and Make-Believe Play - Carolyn J. Layzer, Abt Associates Inc.; Fatih Unlu, Abt Associates Inc.; Julie Sarama, University of Denver; Douglas H. Clements, University of Denver
Impacts on Oral Language of an Intervention Synthesizing Early Mathematics and Make-Believe Play - Alissa Anne Lange, Rutgers University; Carolyn J. Layzer, Abt Associates Inc.; Julie Sarama, University of Denver; Douglas H. Clements, University of Denver; Fatih Unlu, Abt Associates Inc.