Supporting Education Research to Improve Children’s Early Learning and Development

• In Event: Federal Support for Early Learning and Development Research: Current Research Priorities and Opportunities

Abstract

Children’s early learning experiences have immediate and lasting consequences for their development and school achievement. IES funds research on the development of young children’s social, cognitive, and academic school readiness skills aimed at informing early childhood policy and practice. The National Center for Education Research (NCER) supports rigorous and relevant research and training programs to improve the quality of education and contribute to the solution of significant education problems. Through early childhood research initiatives and funding opportunities spanning the past 20 years, NCER has invested in research to improve early learning opportunities and development outcomes for prekindergarten children (3- to 5-year-olds) enrolled in center-based preschool programs and inform early childhood policy and practice. NCER research projects focus on improving equitable access to high-quality learning opportunities and interactions for young children by supporting the development of measures and interventions, identifying factors that are associated with children’s learning and development, and understanding how interventions, policies, and practices improve outcomes for children and address the knowledge, skills, and needs of early childhood educators. The National Center for Special Education Research (NCSER) supports a comprehensive program of rigorous research on infants, toddlers, children, and youth with and at risk for disabilities. Through NCSER’s Early Intervention and Early Learning topic area, IES supports research that contributes to improving a range of developmental and learning outcomes of children from birth through preschool with or at risk for disabilities that are important for preparing young children for entering school. NCSER-supported research projects take place across a variety of settings and aim to develop, evaluate, and understand interventions, practices, and policies that narrow the achievement gaps between children with and without disabilities and improve their readiness to attend school. Research supported by these two Centers has enhanced our understanding of early intervention practices, preschool curricula, early learning in special education, the role of parents and early childhood educators in supporting children’s development, classroom quality, and implementation of early childhood programs and policies. This presentation will highlight IES investments in early learning and early intervention research. Caroline Ebanks (NCER) and Amy Sussman (NCSER) will present information about research addressing these topic areas and describe typical IES funding opportunities. They will describe research initiatives that address achievement and opportunity gaps and inclusion for young children with or at risk for disabilities and children from diverse socio-demographic backgrounds. They will also review the lessons learned as research projects in these grant programs navigated the conduct of education research during the COVID-19 pandemic. This discussion will cover the impact of the pandemic on current research (including pivots in data collection methods and shifting education and service delivery environments), new research initiatives to address pandemic recovery, and the implications of the pandemic for future early childhood research projects and programs.

Authors

• Caroline M Ebanks, Institute of Education Sciences
  Presenting Author

• Amy L Sussman, Institute of Education Sciences
  Presenting Author