IES Blog

Institute of Education Sciences

Activities for Students and Families Stuck at Home due to COVID-19 (Coronavirus)

As I write this blog post, my 4-year-old is spraying me with a water sprayer while I am desperately protecting my computer from a direct hit. Earlier, while I was listening in on a meeting, she yelled out “hi!” anytime I took myself off mute. Balancing work and raising kids in this bizarre situation we find ourselves in is an overwhelming experience. When schools started closing, some parents resorted to posting suggested schedules for kids to keep up a routine and deliver academic content during the day. These were wonderful suggestions. As someone whose dissertation focused on how people learn, I should be applauding such posts, but instead, they filled me with a sense of anxiety and guilt. How am I supposed to balance getting my work done while also designing a rigorous curriculum of reading, writing, and math instruction for a kid whose attention span lasts about 10-20 minutes and who needs guidance and adult interaction to learn effectively? Let’s take a step back and recognize that this situation is not normal. We adults are filled with anxiety for the future. We are trying to manage an ever-growing list of things—do we have enough food? Do we need to restock medications? What deadlines do we need to hit at work?

So here is my message to you, parents, who are managing so much and trying desperately to keep your kids happy, healthy, and engaged: recognize that learning experiences exist in even the simplest of interactions between you and your kids. For example—

  • When doing laundry, have your child help! Have them sort the laundry into categories, find the matching socks, name colors. Create patterns with colors or clothing types (for example, red sock, then blue, then red, which comes next?).
  • Find patterns in your environment, in language (for example, nursery rhymes), and when playing with blocks or Legos. Researchers have shown that patterning is strongly related to early math skills.
  • Talk about numbers when baking. I did this with my daughter yesterday morning. We made muffins and had a blast talking about measuring cups, the number of eggs in the recipe, and even turning the dial on the oven to the correct numbers. Older kids might be interested in learning the science behind baking.
  • Take a walk down your street (practicing good social distancing of course!) and look for different things in your environment to count or talk about.
  • Bring out the scissors and paper and learn to make origami along with your kids, both for its benefits for spatial thinking and as a fun, relaxing activity! In this project, researchers developed and pilot tested Think 3d!, an origami and pop-up paper engineering curriculum designed to teach spatial skills to students. The program showed promise in improving spatial thinking skills.
  • If you choose to use screen time, choose apps that promote active, engaged, meaningful, socially interactive learning.
  • If you choose to use television programs, there is evidence showing that high quality educational programs can improve students’ vocabulary knowledge.

Hopefully these examples show that you can turn even the most mundane tasks into fun learning experiences and interactions with your kids. They may not become experts in calculus at the end of all of this, but maybe they will look back fondly on this period of their life as a time when they were able to spend more time with their parents. At the end of the day, having positive experiences with our kids is going to be valuable for us and for them. If you have time to infuse some formal learning into this time, great, but if that feels like an overwhelmingly hard thing to do, be kind to yourself and recognize the value of even the most simple, positive interaction with your kids.

Written by Erin Higgins, PhD, who oversees the National Center for Education Research (NCER)'s Cognition and Student Learning portfolio.

The Month in Review: August 2015

By Liz Albro, NCER Associate Commissioner of Teaching and Learning

Good Luck to Applicants!

Application deadlines for our main NCER and NCSER competitions have come and gone this month. We accepted applications for 5 competitions on August 6th and 3 competitions on August 20th. Now it’s time for us to begin screening applications and moving them into the peer review process!

NCER Staff Were Out and About

NCER staff had the opportunity to learn from experts in several meetings during the month of August.

Liz Albro attended the CRESST Conference 2015, where she participated in a session titled: Is There a Role for Evidence in the Future of K-16 Technology? The short answer was yes! She was joined at the meeting by Russ Shilling, the Executive Director of STEM Education at the Department, researchers with expertise in educational data mining, cognitive science, learning analytics, and assessment, and developers of education technology from around the world.

On August 20, NCER convened a technical working group (TWG) meeting on Researching the Influence of School Leaders on Student Outcomes. Nine researchers and practitioners who study education leadership met with ED staff to discuss the lessons learned from research that explicitly connects school leadership to student outcomes and the challenges to conducting such research. Department staff, including NCER’s Katina Stapleton, also presented information about education leadership studies funded by the National Center for Education Research, the National Center for Education Evaluation and Regional Assistance, and the Office of Innovation and Improvement. A meeting summary will be available soon on our TWG page.

In the final week of August, Meredith Larson, who oversees our research program on adult education, and Daphne Greenberg, the principal investigator of our National R&D Center, the Center for the Study of Adult Literacy, attended the 2015 National Meeting for Adult Education State Directors hosted by the Department’s Office of Career, Technical, and Adult Education.

Between Parents and Kids: IES-Funded Research in the News

Two publications from IES-funded research hit the national news this month … and both highlighted the critical role that parent-child interactions play in children’s learning outcomes. In one article, featured on WebMD, Paul Morgan and his colleagues reported that 2-year-old children with larger oral vocabularies demonstrated better academic achievement and behavior at kindergarten entry. The team also discussed child and family characteristics that are related to vocabulary size at age 2, which may help identify which groups of children are at risk for needing early language intervention.

In the other, discussed in the New York Times, Sian Beilock, Susan Levine, and their colleagues reported that parents’ math anxiety is related to their young children’s math achievement – and seems to emerge when math-anxious parents try to help their kids with their math homework.

We Said Farewell to Our Interns

As August ended, our summer interns went back to school. We were sad to see them go, but excited for them as the new school year begins. Think you might be interested in interning at IES? Read an interview with one of our interns, and learn how to apply to the internship program at the Department.

Questions? Comments? Please send them to IESResearch@ed.gov

This Father's Day, Let’s Celebrate Fathers of Children with Disabilities

By Amy Sussman, NCSER Program Officer

When researchers study the impact of families on children, they usually investigate the role of mothers on their typically developing children. In an era when fathers are participating in child care responsibilities more than ever before, it should be no surprise that they also have a strong influence on their children’s education and development. Dr. Brent McBride of the University of Illinois at Urbana-Champaign has been examining the role of fathers for over 30 years, carrying out both basic and applied research to inform and guide the development of initiatives aimed at supporting men in their efforts to parent young children. His more recent work on fathers investigates the impact of fathers of children with disabilities and/or developmental delays. Through a grant funded by the Institute's National Center for Special Education Research, Dr. McBride has been exploring data available from the Early Childhood Longitudinal Study—Birth Cohort to investigate the roles fathers play in families of children with disabilities, a challenging parenting context. I recently asked him to describe how his interest in this subject emerged and to share some of his findings and their implications.

How did you become interested in studying fathers’ parenting of children with disabilities?

While working closely with one of my colleagues in special education, Rosa (Amy) Santos, we realized that we have several parallel and complementary research interests and began exploring ways in which our mutual interests could be merged. I was aware of the growing body of research that first emerged in the 1970s suggesting that active father involvement can lead to positive outcomes for both children and families. Although this literature is rich and diverse, the majority of the research has been with fathers in families of typically developing children. Little is known about father involvement in families of children with disabilities. Even less is known about the ways in which early intervention (EI) service providers and early childhood special educators reach out and support the unique needs of fathers. My work with Dr. Santos has been focused on using an interdisciplinary perspective to address this gap in the research.

What are some of your findings on how father involvement impacts children with disabilities?

Although we have had a number of encouraging and intriguing findings, I will describe just a few of them here. The first one is related to the impact of father involvement in routine caregiving, literacy, play, and responsive caregiving activities on maternal and family functioning. Our findings suggest that over time, when fathers are responsive to the needs of their children with autism spectrum disorder and related disabilities and engage in literacy activities with them, mothers experiences less stress and fewer depressive symptoms. This is important because maternal stress and depression have been found in previous research to be significant predicators of lower quality parenting by mothers of children with disabilities. We also examined the impact of early father involvement on children’s school readiness upon kindergarten entry for those who have disabilities or developmental delays but are not placed in self-contained special education classrooms. Results were mixed. For example, fathers’ play involvement at 9 months was negatively related to cognitive functioning but positively related to sociability and fewer behavior problems upon kindergarten entry. These analyses raised several intriguing questions that warrant further investigation. Another part of our investigation built upon previous research indicating that fathers are noticeably absent from EI services in spite of emerging evidence suggesting they can have a positive impact on child and family functioning. In an attempt to explore these barriers, our team analyzed data from EI service providers suggesting that inflexible schedules represent the most salient barrier, with expectations related to gender roles, father’s perceptions of EI services, and EI providers’ limited ability to adapt as additional barriers. Although EI providers believed that fathers could have a positive impact on their children’s development, they were less confident that efforts to target fathers would enhance EI services.

Do these results have any real-world implications for enhancing the development or school readiness of these children?

Most of the findings to emerge from our research program have clear implications for ways to enhance the school readiness of children with disabilities and/or developmental delays. For examples, findings have highlighted fathers’ engagement in early parenting activities such as responsive caregiving, play, reading to children, and routine caregiving has the potential to positively impact later child outcomes and family functioning. They also provide targets that EI service providers may want to focus on as they explore ways to help better prepare fathers to meet the needs of their children with disabilities. Findings on the disconnect between EI providers’ beliefs about father involvement and their actual practices when providing services suggest that they could benefit from training to more effectively include fathers in the services they provide to children and families.

Does your work have any implications for future research on this topic?

The next step in our program of research will be to use the lessons learned to date from our findings to guide the development, implementation and evaluation of an intervention program aimed at providing EI service providers with the basic foundation for developing the understanding, knowledge base and skill set needed to more fully engage fathers in the receipt of EI services, thus improving child functioning and outcomes. Doing so will be an important first step in moving EI from mother centered to truly “family centered.”

 

Questions? Comments? Please send them to IESResearch@ed.gov