Preschoolers with larger vocabulary before they begin education, perform better in class – study shows

Children who enter preschool with good vocabulary and attention skills do better in class, according to a study published in the peer-reviewed journal Early Education and Development. The findings based on 900 four-year-olds from eight US states show how a child’s ability to engage with teachers and peers is affected by the range of words they know.

Doll Houses — A Toy Aimed at Teaching Compassionate Living with People with Disabilities in the Society

A lecturer from the Faculty of Education, Chulalongkorn University has developed a toy that instills a sense of compassion in children while teaching them to live happily with people with disabilities and the elderly in society.

Universal Preschool in the United States by 2040 is Achievable

Universal high-quality preschool is achievable within the next 30 years if the federal government and state and local governments partner to share costs under a two-part plan proposed by the National Institute for Early Education (NIEER) at the Rutgers Graduate School for Education.

America’s Preschoolers Lose Important Learning Opportunities Due to Pandemic, Raising Concerns for the Future

America’s preschools schools failed to provide students adequate support after shutting down in-person instruction in March due to the coronavirus pandemic according to a nationwide survey by the National Institute for Early Education Research (NIEER) at the Rutgers Graduate School of Education.

To Learn English, Bilingual Children Need Robust Vocabulary from Parents and Caregivers

A study examining parents’ vocabulary and grammar as an influence on children’s acquisition of English, shows that the quality of child-directed speech depends on the speaker’s language proficiency. Children who hear a rich vocabulary acquire a rich vocabulary and children who hear a rich vocabulary in full sentences acquire the ability to put their words together in full sentences. Findings have broad implications for immigrant parents’ language choices at home and for staffing practices in early care and education centers.