College of Education and Human Ecology faculty members have earned $50 million in external funding for early childhood initiatives that support a better understanding of how children learn as well as improvement of their well-being. Our partnerships provide strong ties with communities, academics and government which enable us to provide effective discussion among researchers, practitioners and policy makers. Some of our projects include:
APPLE: Ohio (Assessing Preschool Professionals’ Learning Experiences)
The APPLE study looks at the extent to which professional development experiences for preschool teachers actually impact children’s gains in the classroom.
Central Ohio Center Care Directors Study
Directors of childcare centers engage in a wide range of important tasks to make sure their centers run smoothly and to ensure their children are receiving quality care. We believe this range of work is not well understood by researchers and policy makers. This research study, developed in partnership with center directors, seeks to shed light on this complexity so that research, policy, and practice can better support these early childhood professionals.
Early Learning Ohio (ELO)
The ELO Early Learning Network Grant study focuses on classroom ecology and its relations to children’s learning, achievement, and social development during the first five years of schooling, from pre-kindergarten through third grade. Classroom ecology includes classroom composition, classroom network and norms, teachers’ practices, and students’ experiences. The primary purpose of this five year project is to identify malleable factors within the classroom ecology that are associated with student outcomes and examine educational policies and practices that shape those factors.
Kids in Columbus (KICS)
The Kids in Columbus study discovers how community resources help young children grow up healthy and strong. The study with Columbus Public Health, seeks to understand how the mix, duration, extent, timing and type of investments during early life (0-5 years) impact the social-emotional, cognitive, behavioral and health development outcomes of children living in economically disadvantaged families.
Language and Reading Research Consortium (LARRC)
The LARRC Reading for Understanding study focuses on comprehension development and understanding for children ages 4-8 years old and followed 1,200 children longitudinally over five years. The primary purpose of this five-year project is to increase fundamental understanding of the role of lower- and higher-level language skills in listening and reading comprehension, and develop effective classroom-based approaches to increase language, general knowledge and comprehension skills in prekindergarten through grade three.
Project Kindergarten Readiness
Project Kindergarten Readiness partners with the Ohio Education Research Center, Ohio Department of Education, Learn4Life, Learning Circle, and University of Cincinnati to address how does kindergarten readiness predict children’s reading skills in third grade.
Read It Again—Mobile: Technology-Supported Language & Literacy Intervention for Preschoolers At-Risk
This study is developing a free mobile app of the successful early language and literacy intervention – Read It Again-PreK! using different types of Ohio preschool programs, including Head Start, early childhood special education classrooms and private child care centers.
Reading in Special Education (RISE)
RISE examines the effects of the Read It Again! Pre-K curriculum in a randomized controlled trial in Ohio and Pennsylvania preschool classrooms serving children with disabilities. RISE seeks to learn how children’s experiences with storybooks in the classroom and at home contribute to children’s development in language and literacy during the preschool years.
Sit Together and Read-3 (STAR-3)
STAR-3 study is the third major study of the Sit Together and Read (STAR) shared reading program. STAR is a 15-week adult-child home reading program designed to improve children’s early literacy skills. It is designed specifically to develop and strengthen young children’s awareness of, and knowledge about, print. The lessons for STAR are organized around widely available storybooks with high-quality content.
Sit Together And Read (STAR-Ohio)
STAR-Ohio is the fourth phase of the Sit Together And Read (STAR) book-reading program. The STAR-Ohio book-reading program broadens the scope of the STAR program through a distance-learning approach including a program website and online professional development. Seventy-four teachers and approximately 2000 children in their classrooms are participating in this innovative program.
SOLYLUNA Book Reading Club
Funded by the Kellogg Foundation, The SOLYLUNA Book Reading Club promotes families’ access to books for young children, in an area of high illiteracy in Mexico. Workshops and materials are currently being developed and shared across Mayan villages in Yucatan State in a collaboration between the CCEC and Solyluna School in Merida, Mexico.
Supporting Partnerships to Assure Ready Kids (SPARK)
SPARK is a family-focused kindergarten-readiness program that works collaboratively with families, schools, and the community. Each month, children receive a new book, a lesson activity, and educational supplies, and participate in home- or group-based learning opportunities—all with the goal of increasing the child’s success in school and life.
Ready for Kindergarten
Ready for Kindergarten is a home visitation program provided by Columbus Metropolitan Library to low-income families with young children to assist them in preparing their children for kindergarten.
Sit Together And Read-2 (STAR-2)
The Sit Together and Read in Early Childhood Special Education Classrooms in Ohio study was a randomized controlled trial conducted between 2008-2012 that examined the efficacy of a print-referencing intervention designed to improve the pre-reading skills of preschool-aged children in early childhood special education classrooms with primary language impairments, both in the short-term (within the preschool year) and long-term (through kindergarten entry). This study was funded by the Institute of Education Sciences. Data downloads are available here.
Systematic Assessment of Book Reading (SABR)
SABR measures the quality of teacher behaviors during shared book-reading sessions. In this four-year study, the tool was revised to improve training materials and scoring protocols at no cost online.