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Marsico Institute for Early Learning and Literacy

Marsico Institute

Research

While improving the quality of early learning experiences is a worthy investment in the future, real world practices have only recently begun to catch up with this idea. MIELL works to increase the connection between research and practice through:

  • our partnership with Colorado's early childhood system-building efforts.
  • our original research on innovative classroom- and home-based interventions
  • our work integrating and translating the best research in the early childhood field around the country and the world

Broadly speaking, MIELL's research agenda is focused on the contribution that adults make in creating stimulating and nurturing environments for young children, thereby establishing a foundation for lifelong learning. Our projects are described below:

Evaluation of the Northeast Denver Babies Ready for College (BRFC) Program

The Babies Ready for College (BRFC) Program officially launched in Northeast Denver as part of an effort to equip parents and family, friend, and neighbor (FFN) caregivers with the knowledge and expertise to prepare their children academically and socially before they even enter preschool. The BRFC does this by (1) improving children’s long-term educational outcomes through parent and caregiver education and (2) developing civic leadership among parents and caregivers. The program includes a series of ten weekly workshops, home visits and/or phone calls, a resource fair, and a weekly parent-child class. Participation in the BRFC Program has increased since its inaugural cohort in 2010, yet no formal evaluation of the program and its outcomes has been conducted to date. Marsico Institute for Early Learning and Literacy staff will work closely with BRFC staff (1) to assess parents’ and family, friend, and neighbor (FFN) caregivers’ perceptions of BRFC participation and (2) to assess children’s developmental skills as a result of parents’ BRFC participation. Findings will be used to make program improvements.

 
North Dakota Early Care and Education Study

North Dakota’s legislature recently passed Senate Bill 2229 which requires the state to study the development, delivery, and administration of comprehensive early childhood care and early childhood education. The study must include an examination of the availability, quality, and cost of service offered by existing public and private sector providers, the projected need for services during the coming ten to twenty years, and the ability of public and private sector providers to address the expansion of facilities or the creation of additional facilities. Numerous state departments and local agencies statewide have voiced their support of early care and education programs, projects, and initiatives. A committee representing child care, Head Start, higher education, public and private education, special education, advocacy groups, and North Dakota state departments has been developed to carry out this work. The Marsico Institute for Early Learning and Literacy (MIELL) will support the North Dakota Department of Public Instruction (NDDPI) in conducting this state-mandated study on the development, delivery and administration of Comprehensive Early Childhood Care and Early Childhood Education in North Dakota. MIELL will work closely with a State Advisory Committee (AC) to provide insight on early childhood needs; obtain data required in conjunction with this study; review, analyze and synthesize data, and prepare a report for the legislature’s review.

North Dakota has experienced significant population growth after decades of loss due primarily to the development of energy in western North Dakota. Families are taking advantage of the opportunities with both parents working outside of the home; in fact, 73% of children ages 0 to 5 live in households with both parents working. However access to high-quality ECE options is a challenge statewide. If this current level of access continues, approximately 20,576 children ages 0 to 5 may enter kindergarten over the next five years without any formal early learning experience. Marsico is providing technical assistance to North Dakota state agencies to develop an early care and education framework to ensure all children have access to high-quality early care and education.

Click here to view the full study report.

Learning and Teaching with Learning Trajectories (LT2)

In the course of decades of research and development work funded by the NSF and IES, Drs. Clements and Sarama have developed a powerful tool for professional development of teachers of early mathematics, “Building Blocks Learning Trajectories” (BBLT) web application. This software tool presents early childhood mathematics learning trajectories, connecting the three critical components of early childhood mathematics: the mathematical content, how children think about and learn that content, and teaching strategies. BBLT provides scalable access to research-based learning trajectories via descriptions, videos, commentaries, and interactive experiences. Currently we are working to revise the BBLT in with enhanced videos and functioning that will be available on multiple technology platforms, funded by the Heising Simons Foundation.

 

City of Phoenix Head Start Learning Institute

In an effort to increase the knowledge, skills, and understanding of concepts of mathematics and inquiry-based practices for teachers and staff, the City of Phoenix Head Start program’s annual professional development training series through the Head Start Learning Institute, will be on foundational early mathematic skills for young children. To assist the City of Phoenix Head Start program to achieve this goal, the Marsico Institute for Early Learning and Literacy (MIELL) with staff from the Kennedy Institute, will provide professional development focused on developing teachers’ instructional practices in early mathematics through a series of one-day Learning Institutes. MIELL will also provide monthly virtual technical assistance to instructional coaches and staff to support teachers in implementing into practice their learning from the Institute in a manner that is specifically contextualized to their sites.