Early Childhood

We found 229 resources (Showing 81-90 of 229)
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This easy to use two-page document helps Individualized Education Program (IEP) teams discuss and document assistive technology needs. This resource was designed to be used with children who are three to five years old. The document was created for PACER Center’s Technology to Improve Kids’ Educational Success (TIKES) project. ...
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This consideration flowchart walks parents and professionals through the possible outcomes of assistive technology consideration for Individual Family Service Plan (IFSP) teams. This document was designed to be used with children from birth to three years of age, and was created for PACER Center’s Technology to Improve Kids’ Educational Success...
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This assistive technology (AT) consideration flowchart was designed to be used for children three to five years old. The chart walks parents and professionals through the possible outcomes of AT consideration for a child's Individualized Education Program (IEP). This document was created for PACER Center’s Technology to Improve Kids’ Educational...
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This document helps parents and professionals understand the difference between accommodations, modifications, and assistive technology. Examples of each are given for three different early childhood classroom tasks. This resource was created for PACER Center’s Technology to Improve Kids’ Educational Success (TIKES) project. http://www.pacer.org/stc/tikes
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Part of Project ICEBERG (Intensifying Cognition, Early literacy and Behavior for Exceptional Reading Growth), this technical report presents results of survey designed to identify early childhood and kindergarten educators' readiness to implement a tablet-based screening tool to support and improve data-driven decision making. Administred to 50 Oregon educators (including specialists,...

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This Question and Answer (Q&A) resource explores several key issues in efforts to implement universally designed learning (UDL) environments for young children. It looks specifically at means of promoting early math literacy.

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Authors argue that identification of specific requirements and definition of what constitutes an adequate technology architecture requires 1) involvement of a wide variety of organizations and 2) consideration of the rapid pace of technology development.

Link: http://www.rand.org/content/dam/rand/pubs/research_reports/RR600/RR673z3/RAND_RR673z3.pdf

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This policy brief challenges the traditional emphasis on screen time and discusses alternative ways to move the discussion to a more comprehensive definition of developmentally appropriate technology use for young children.

Link: http://www.rand.org/content/dam/rand/pubs/research_reports/RR600/RR673z2/RAND_RR673z2.pdf

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This RAND Policy brief discusses main barriers for early childhood providers to fullfil their technology roles: 1- access to adequate technology, 2- uncertainty about standards for technology use in EC, 3- inadequate training and 4- insufficient time to get acquainted with new technology.

Link: http://www.rand.org/content/dam/rand/pubs/research_reports/RR600/RR673z4/RAND_RR673z4.pdf

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To learn how young children in the US "learn language and literacy skills in the Digital Age", the New America and the Joan Ganz Cooney Center at Sesame Workshop collected data from 37 programs for over a year. Results of the investigation are available in the report Integrating...

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