Global Approaches to Early Learning Research and Practice E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B CAD Single Issue Child & Adolescent Development
• Sprache: Englisch

Seitenzahl: 229

Veröffentlichungsjahr: 2018

Beschreibung

The health, development, and learning of manyyoung children living in disadvantage areas are at serious risk. Access to education has improved under the United Nations Millennium Development Goals, and there are now programs in low- and middle-income countries that are aimed at improving instruction and learning. The research and evaluation on the effectiveness of such programs show there are significant challenges, but also some successes. This issue features presentations of leading international scientists, representatives from keygovernmental and non-governmental organizations, and others working with programs in the developing world and disadvantaged populations. The presentations describe the goals, existing challenges, and potential approaches to providing evidence-based programs to young children in rural, remote, andpoverty stricken areas. Topics covered include: * the state of early childhood in low and middle income nations, * programs that have shown some success, and * innovative research approaches that have been often considered unfeasible in these contexts. This is the 158th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.

Leseprobe

New Directions for Child and Adolescent Development

Elena L.Grigorenko EDITOR-IN-CHIEF

William Damon FOUNDING EDITOR

Global Approaches to Early Learning Research and Practice

Kenneth R. Pugh Peggy McCardle Annie Stutzman EDITORS

Number 158 • Winter 2017

Jossey-Bass

San Francisco

Global Approaches to Early Learning Research and Practice

Kenneth R. Pugh, Peggy McCardle, and Annie Stutzman (Eds.)

New Directions for Child and Adolescent Development, no. 158

Editor-in-Chief: Elena L. Grigorenko

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Elena L. Grigorenko, Editor-in-Chief

University of Houston, TX

Editorial Board

Baptiste Barbot, PhD Pace University, USA

David D. Preiss, PhD Pontificia Universidad Católica de Chile, Chile

Linda Jarvin, PhD Paris College of Art, France

Peggy McCardle, PhD, MPH Peggy McCardle Consulting, LLC, USA

Fumiko Hoeft, MD, PhD University of California San Francisco, USA

Jens F. Beckmann, Dr. rer. nat. Durham University, UK

CONTENTS

1: Global Approaches to Early Learning Research and Practice: An Introduction

References

2: State of Early Child Development Research, Practice, and Policy for Most Vulnerable Children: A Global Perspective

International Focus on ECD

Scientific Evidence

Long Reach of ECD

Challenges for ECD

Obstacles to Investing in ECD

A Paradigm Shift in Policy

Toward 2030: Agenda for Action

Recommendations

References

3: Assessing the Impact of Early Learning Programs in Africa

Introduction

Background

Country Case Studies

Discussion

Acknowledgments

References

4: Reading Research and Practice: Indian Perspective

Introduction

Research on Reading Acquisition in India

Assessment

Instruction

Conclusions

Acknowledgments

References

5: Neurolinguistic Studies of Reading in Chinese

Introduction

Reading at Two Levels: As the Biological System and as the Mind's Tool

Writing, Reading, and Cognitive Development

The Reading Brain Across Different Scripts: Universality and Interactive Specialization

In Search of a Biomarker for Risk of Dyslexia

Concluding Remarks

References

6: Poverty's Impact on Children's Executive Functions: Global Considerations

Background

Pathways Linking Poverty to Inequalities in EF Development

Mediators and Moderators of the Poverty–EF Link: Similarities and Differences Across Countries

Additional Considerations in Scaling Poverty–EF Work Globally

Conclusion and Implications

Acknowledgments

References

7: Cultural Adaptation of a Neurobiologically Informed Intervention in Local and International Contexts

Cultural Adaptation

Local Adaptation: Oregon, United States

International Adaptation: Medellín, Antioquia, Colombia

Conclusion

Acknowledgments

References

8: Bringing the Bottom Billion into Basic Literacy: How We Can and Why We Must

Introduction

Rationale

Approach

Example Deployments

Results

Future Directions

Technology

Conclusion

References

9: Global Approaches to Early Learning Research and Practice: Integrative Commentary

Successes and Challenges of Ongoing Work

Technology as a Tool

Basic Research

Concluding Thoughts

References

Index

Order Form

Eula

List of Tables

Chapter 2

Table 2.1

List of Illustrations

Chapter 4

Figure 4.1 Language Distribution in India

Figure 4.2 Bilateral Brain Activation During Overt Reading of Visuospatially Simple and Complex Words in Devanagari, an Akshara Orthography

Chapter 5

Figure 5.1 The evolutionary path of Chinese character construction

Chapter 8

Figure 8.1 Connectivity Provided by the Curious Learning Platform

Figure 8.2 Curious Learning Original AppMap of English Literacy Knowledge Domains

Guide

Cover

Table of Contents

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e1

Pugh, K. R., McCardle, P., & Stutzman, A. (2017). Global approaches to early learning research and practice: An introduction. In Kenneth R. Pugh, Peggy McCardle, & Annie Stutzman (Eds.), Global Approaches to Early Learning Research and Practice. New Directions for Child and Adolescent Development. 158, 7–10.

1Global Approaches to Early Learning Research and Practice: An Introduction

Kenneth R. Pugh, Peggy McCardle, Annie Stutzman

Abstract

This chapter introduces the issue, highlighting the importance of early childhood development and learning. © 2017 Wiley Periodicals, Inc.

There is currently great concern over the status of early childhood learning and development globally. The health, development, and learning of many young children in the developing world, children in indigenous populations, and children living in disadvantage (i.e., living in remote rural or impoverished urban areas) are at serious risk. Many of these children must also learn a new language in order to obtain an education, as the language of instruction is often an official language that may not be the child's first (home) language. Although access to education has improved under the United Nations Millennium Development Goals (United Nations Educational, Scientific, and Cultural Organization, 2015), and there are now programs being implemented in low- and middle-income countries that are aimed at improving instruction and learning, research and evaluation of the effectiveness of such programs are at present quite limited. Where such studies do exist, there are significant challenges ranging from a lack of validated culturally and/or linguistically appropriate assessments to difficulties with access and support from relevant authorities. There are also some successes and increasing interest among researchers and ministries of health and education to know which programs are effective and how best to overcome the many challenges faced by teachers, parents, governments, and the children themselves (e.g., see papers in the thematic issue on literacy interventions in low- and middle-income countries, edited by Gove, Mora, & McCardle, 2017).

In December 2015, Haskins Laboratories and its affiliated partners Yale University and the University of Connecticut, with additional support from organizations and universities in other nations and the United States, convened a meeting of leading international scientists, representatives from key governmental and nongovernmental organizations, and others working with programs in the developing world and disadvantaged populations. At that meeting, new cross-national collaborations were formed and plans discussed for next-generation efforts to improve the health, development, and learning of children from birth to age 7 (with a strong focus on contributions from developmental neuroscience). The meeting took a holistic approach to child health, development, and learning, with a shared focus on research, practice, and policy. This thematic issue reflects some of the key presentations and discussions of that meeting, as well as recommended next steps and progress toward them in addressing the urgent needs of one of the world's most vulnerable populations, young children.

The rationale for this 2015 Global Summit was to stimulate and shape new initiatives aimed at fostering research and training opportunities in the global community, coupling good intentions with culturally respectful partnerships. Difficulties in early language and literacy development and associated poor academic outcomes represent a public health crisis; children living in poverty and/or with neurodevelopmental challenges are most at risk. Because successful outcomes depend on the quality of language and cognitive experiences early in life, interdisciplinary research on this topic must be a priority. Much of the research of the scientists who participated in the summit has focused on the identification of key genetic, neurobiological, and cognitive factors that induce risk, and on testing the efficacy of early interventions in at-risk children, both in their 2015 presentations and since that time. This work is the focus of the papers in this issue.

The aims of the authors for this proposed thematic issue are to heighten awareness of the goals, existing challenges, and potential approaches and to illustrate how they are addressing them with evidence-based early childhood programs in low- and middle-income nations and innovative research that has been often considered unfeasible in these contexts, (e.g., using neuroimaging and new learning/instructional technologies). Specifically, after the stage is set in an overview of the state of research, practice, and policy regarding early childhood and learning in the world today (Young), three papers describe interventions and activities in various regions of the world—Africa (Gove et al.), India (Joshi, Nakamura, & Singh), and Taiwan (Tzeng et al.). These are followed by papers on use of neuroimaging (Hoeft), cultural adaptation of interventions (Pakulak et al.), and technology that can bring research-based learning approaches to less well-resourced areas (Gottwald, Morris, & Wolf). The issue ends with a thoughtful commentary on the various challenges to research, practice, and policy raised by the paper authors (Landi & Cutting).

Although development of evidence-based approaches to risk reduction remains a significant challenge in the United States, this adversity is amplified in countries with more limited economic and institutional resources. There is an acute need for improved “on-the-ground” research incorporating the latest tools and technologies and for training opportunities with these tools for those specialists, researchers, and educators working on the front lines. As a result of the discussions at the 2015 summit, an international research collaborative was established to promote research on early childhood in low- and middle-income countries. Ongoing discussions focused on the development of brain-based measures that can transfer across languages and cultures include researchers from Haskins Laboratories, University of Jyväskylä (Finland), the National Brain Research Centre (India), Radboud University (the Netherlands), Bogota University (Columbia), National Central University (Taiwan), among other research institutions and nongovernmental organizations. Data collection with integrated cognitive and brain (electroencephalogram) measures is planned.

In addition, scientists at Haskins Laboratories, the Yale University Child Study Team, and the University of Connecticut have developed a plan for training doctoral students, postdoctoral fellows, and visiting professors from low- and middle-income countries, with a focus on methods and specific content areas (brain imaging, cognitive assessment, and statistical learning, in dyslexia, literacy, and language and communication disorders). In addition, students, postdoctoral fellows, and university faculty will participate in international field work that will improve training for U.S. and other developed-nation scholars. This program, although in its early stages, should provide an even stronger basis for international research collaborations.

Researchers in this collaborative are also planning new, large-scale epidemiological studies examining the stress of poverty and its impacts on brain development in diverse high-risk environments in the United States and around the world. The goal is to develop brain-based models that are informed by diverse approaches.