Educational and Developmental Gains in Early Childhood (EDGE) Study Protocol: Investigating the Impact of Funded Three-Year-Old Kindergarten
Saved in:
| Title: | Educational and Developmental Gains in Early Childhood (EDGE) Study Protocol: Investigating the Impact of Funded Three-Year-Old Kindergarten |
|---|---|
| Language: | English |
| Authors: | Patricia Eadie, Penny Levickis, Jane Page, Jane Hunt, Simon Kent, Yi-Ping Tseng, Guyonne Kalb (ORCID |
| Source: | International Journal of Research & Method in Education. 2024 47(4):328-342. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Early Childhood Education, Preschool Education, Program Effectiveness, Language Skills, Social Development, Emotional Development, Cognitive Development, Child Behavior, Teacher Attitudes, Administrator Attitudes, Family Attitudes, Foreign Countries, At Risk Students, Disadvantaged Youth, Child Development, Program Implementation, Cost Effectiveness |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1743727X.2023.2288114 |
| ISSN: | 1743-727X 1743-7288 |
| Abstract: | This paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten prior to the first year of school in Victoria, Australia. EDGE will examine whether children's language, cognitive, social-emotional, and behavioural outcomes are improved after two years of kindergarten compared to one year. The experiences of (and impacts on) teachers, service leaders, and families will also be examined. The study includes a cross-sectional cohort of 95 early childhood education and care (ECEC) services, and an embedded longitudinal observational cohort of children attending these services. Case studies of 15-20 ECEC services will also be collected, in addition to interviews with policy stakeholders. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1433618 |
| Database: | ERIC |
| Abstract: | This paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten prior to the first year of school in Victoria, Australia. EDGE will examine whether children's language, cognitive, social-emotional, and behavioural outcomes are improved after two years of kindergarten compared to one year. The experiences of (and impacts on) teachers, service leaders, and families will also be examined. The study includes a cross-sectional cohort of 95 early childhood education and care (ECEC) services, and an embedded longitudinal observational cohort of children attending these services. Case studies of 15-20 ECEC services will also be collected, in addition to interviews with policy stakeholders. |
|---|---|
| ISSN: | 1743-727X 1743-7288 |
| DOI: | 10.1080/1743727X.2023.2288114 |
