November 13, 2020 1:00-2:00 am
Name: ___________________ Date/Time:
CPE 100
Subject: Reflection: Child and Adolescent Development
Research Connection.
Problem Research Methodology
The aim of this study is to define early The general methods for conducting
childhood development programs as publicly systematic reviews for the community guide
funded comprehensive preschool programs have been described in detail elsewhere.
designed to increase social competence in Methods specific to social environment and
children, aged 3 to 5 years, at risk because of health reviews are described in this
family poverty. The systematic review supplement. The analytic framework used
development team assessed early childhood for the early childhood development
development programs in terms of four program reviews, shown in Figure 1, is
different categories of outcomes: cognitive, derived from the social environment and
social, health, and family. Each outcome was health logic model (also in this
evaluated by specific measures. And to know if supplement26). In the logic model,
early developmental opportunities establish a “opportunities for education and for
critical foundation for children’s academic developing capacity” serve as intermediate
success, health, and general well-being. indicators along a pathway linking
resources in the social environment to
health outcomes. The systematic review
development team (the first six authors of
this article) postulated that early childhood
development programs work by directly
improving preschool participants’ cognitive
and intellectual performance in early
childhood. In addition, the team postulated
that early childhood programs improve
children’s social competence.
Source: Anderson, L., Shinn, C. [Link]. (2003) “The Effectiveness
Findings Conclusions
Early Childhood Development Programs”. American
Journal of Preventive Medicine, 24(3S): 32–46.
Retrieved from:
[Link]
s/publications/[Link].
A strong body of evidence shows that early
In the qualifying studies the research identified childhood development programs have a
a total of 90 effect measures for the four positive effect on preventing delay of
outcomes (cognitive, social, child health cognitive development and increasing
screening, and family) in our analytic readiness to learn, as assessed by
framework (as shown in Appendix A). More reductions in grade retention and
than 70% of the effects reported were in the placement in special education classes.
cognitive domain, with limited evidence Evidence of improvements in the results of
available for social, health screening, and standardized academic achievement and
family outcomes. Within the cognitive domain, school readiness tests supports this
consistent improvements were found in conclusion. At the time of this review,
measures of intellectual ability (IQ), according to Community Guide rules of
standardized academic achievement tests, evidence, 25 evidence about the effects of
standardized tests of school readiness, early childhood development programs on
promotion to the next grade level, and social cognition and social risk behaviors
decreased placement in special education was limited to the longitudinal results of a
classes because of learning problems. The single program and, therefore, was
Task Force considered (1) retention in grade insufficient to formulate a
and (2) placement in special education as recommendation. However, the significant
preventable outcomes that result from results and strengths of the research on
developmental delay or dysfunction. Less is the Perry Preschool program merit
understood about the relevance of gains in IQ continued attention as other longitudinal
scores to later educational achievement and studies begin to emerge.
future success in life.
How are the findings of this research useful to teachers?
The findings in this research is useful to teachers as this research provides
meaningful concepts and understandings about child development and critical
foundation for student’s academic success, health, and general well- being, that will
affect the adolescence and adulthood development. The findings showed that
standardized academic achievement tests, standardized tests of school readiness,
increased the improvement of cognitive development. Interventions that improve
children’s opportunities to learn and develop capacity are particularly important for
children in
communities
disadvantaged by
high rates of poverty,
violence, substance
abuse, and physical
and social disorder.
Communities can
assess the quality
and availability of
early childhood
development
programs in terms of
local needs and resources and can use the task force recommendation to
advocate for continued or expanded funding of early childhood development
Source: (bibliographical entry format)
programs. With these findings, a teacher can effectively set purposeful activities
and approaches that will give aid to achieving a strong foundation of learning for
the children that’ll surely benefit their course of development in the child and
adolescence years. Since, physical health, cognition, language, and social and
emotional development are essential in the development and can be influenced in
the school, teachers has a great responsibility and must be aware of it. The findings
of this research shall greatly motivate the educators to make an extra effort and
develop number of possible ways to enhance the acquisition of knowledge and
skills of children. Moreover this research will serve as a tool to empower the
teachers to promote and make a conducive classroom for the children to
continuously equip the appropriate tasks in their developmental stage. This will
give an aid for teachers to set appropriate strategies and meaningful objectives for
a conducive learning to happen.