What works in the early years?

What works in the early years?

This synthesis of research from the Institute of Education Sciences (IES) describes what has been learned from IES-funded research grants on early intervention and early childhood education. Their findings include the following:

  • There are critical associations between features of pre-kindergarten classrooms - such as the quality of teacher-child interactions and the nature of teachers' feedback to children - and positive children's outcomes. For instance, the extent to which teachers are observed providing emotional support to children in their classroom is positively associated with children's growth in social competence.
  • Parents' and teachers' support for children's learning contributes to young children's outcomes. As an example, one study showed that the extent to which parents were involved in their children's schooling and their perceptions about their children's teacher were related to their children's academic and social competence.
  • Classroom teaching can be improved by providing professional development to teachers. Improvements may be seen in general measures of the teaching environment or in more focal ways, such as teachers' use of assessment data to design individual teaching plans.

Additional findings are discussed in the full report. 

Johns Hopkins University 

Research in Brief

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Mentors.net - a Professional Development Resource

Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and

other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching

practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.

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