Early Childhood Education and School Reainess: Conceptual Models, Constructs, and Measures

摘要

On June 17-18, 2002, a multidisciplinary group of experts was convened to advise the National Institute of Child Health and Human Development (NICHD), the Administration on Children, Youth and Families (ACYF), and the Office of the Assistant Secretary for Planning and Evaluation (ASPE) within the U.S. Department of Health and Human Services (DHHS) on the measurement and assessment of learning and development in early childhood, and on priorities for measures development. Participants included experts in early language, literacy, and mathematics; cognitive, social, and emotional development; regulation of attention, behavior, and emotion; early school achievement and transition; special education; reading disabilities; developmental cognitive neuroscience; research design and quantitative methods in intervention, longitudinal and observational research; and early childhood policy, practice, and professional development. This meeting was the first in a series to inform a set of research and programmatic initiatives funded by the DHHS and the U.S. Department of Education. The intent of the initiatives is to stimulate research and apply scientific knowledge to ensure that all children, from birth through age five, develop the early knowledge, skills, and competencies needed to benefit from high-quality instruction in kindergarten and the early grades.