EPSC Presentation: "Unpacking Microlevel Features of Classroom Quality to Improve Early Childhood Education at Scale"
There is strong consensus in the early childhood field on the importance of quality, broadly defined. However, there is often a lack of precision and specificity about the malleable features most likely to make a difference in improving young children’s experiences and outcomes in early care and education settings. In this presentation, Dr. Nguyen focuses on curricula and teacher-child interactions in preschool classrooms as two specific, potential levers for improving early childhood education programming at scale. She will summarize findings from a meta-analysis of experimental and quasi-experimental studies that quantifies and compares the overall effectiveness of whole-child and domain-specific preschool curricula. She will also share results from a study examining within-classroom variability of observed teacher-child interactions across instructional content domains and activity settings. To conclude the presentation, she will describe future work examining the longitudinal associations between aspects of classroom quality and children’s developmental outcomes. Implications of this work for early childhood research, practice, and policy will be discussed.