Healthy Development in Early Childhood
This core focuses on optimizing children's development and well-being in families, early care and educational settings, and communities.
Current Project Summaries
TOUCH YOUR TOES! KINDERGARTEN READINESS STUDY
Megan McClelland, Ph.D.
The Touch Your Toes! Kindergarten Readiness Study is a 4-year, federally-funded study by the US Dept. of Education’s Institute for Education Sciences, to adapt a self-regulation measure as a school readiness screening tool. There are few school readiness measures that are easy to administer and which predict achievement outcomes. There is a particular need in Oregon and across the country to develop such a screening tool because increasing numbers of children are entering kindergarten without the skills they need to succeed. We have developed a short game called the Head-Toes-Knees-Shoulders task (HTKS), which is easy to administer and which predicts children’s early achievement in preschool and elementary school in the U.S. and other countries. The goal of this study is to develop the HTKS as a school readiness screening tool that can be easily used by teachers, practitioners, and researchers to identify children who would benefit from additional support in self-regulation and school readiness. Over 500 preschool children, their parents, and their teachers will be involved in the study over four years.
THE KINDERGARTEN READINESS STUDY
Megan McClelland, Ph.D.
The Kindergarten Readiness Study is a school readiness intervention that will focus on 280 low-income children attending Head Start in Salem, Oregon, many of whom experience significant risk factors early in life. The intervention includes complex movement and music games that require children to pay attention, remember instructions, and demonstrate self-control. We have initial evidence that the intervention is effective at strengthening school readiness and early literacy skills in children (Tominey & McClelland, 2011). During the 2011-12 school year, we will expand the intervention to target children at-risk, especially disadvantaged children and children who are English Language Learners. Promoting school readiness is especially critical in Oregon where 42% of children are growing up exposed to at least one risk factor associated with school failure, 20% of children under age 5 are growing up in poverty, and nearly half of substantiated child abuse and neglect cases involve children under 6 years.
A MOVEMENT INTERVENTION FOR YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER
Megan MacDonald, Ph.D.
The Children & Youth with Disabilities Lab is currently conducting a study for young children with autism between the ages of 2- 5 years old. The purpose of this study is understand the benefits of an eight-week movement-based program for young children with autism. Current research suggests that a relationship exists between the social and motor domain of young children with autism. However, a focused intervention targeted at improving motor skills and measuring health-related benefits, including social skills, has not been studied. We are currently recruiting for this project. If you are interested in learning more please contact the Children & Youth with Disabilities Lab at 541-737-6928 or megan.macdonald@oregonstate.edu.
News articles on core research
- Simon Says, do better at school
- Self-regulation key to academic success for at-risk children
- Simple self-regulation game predicts school readiness
Stories on core research and programs
