Research Supporting Two-Generation Discovery-Based Programs
Learnlead’s Learning Model and associated programs are inspired by Hart and Risley’s pioneering study, Meaningful Differences in the Everyday Experience of Young American Children (1991). The Hart and Risley study documents the relationship between language development and brain development and the profound significance of parents’ talking to their children from infancy forward. Our Visual Literacy (Learning through Looking) Learning Model creates a structure that builds on what parents already know and answers parents’ most frequent question: “But what should I say?”
Our programs integrate the cognitive and social development theories of Piaget, Vygotsky, Dewey, Bruner, Comer and Bronfenbrenner that incorporate experiential object-based learning, respect for parents and a two-generation approach.
Museum as a Resource, our first program, grew from founder Louise Wiener’s thesis, Head Start and Museums: Status and Opportunity. The design of Museum as Resource reflects the criteria developed by Marilyn G. Hood and applied by John Falk in his study Decisions Influencing African American Use of Museums. The study documents that people choose to participate in leisure time activities which reflect the following values:
- being with people, or social interaction
- doing something worthwhile
- feeling comfortable and at ease in one’s surroundings
- having the challenge of new experiences
- having an opportunity to learn
- participating actively
These values permeate all our two-generation parent and family engagement work.
Research supporting the Perfectly Punctual Campaign
The observation by executives from UFCW Local 400 that the biggest cause of job loss at the entry level was not showing up or not showing up on time motivated the creation of the two-generation, family engagement Perfectly Punctual Campaign in 2000. The 2007 study A National Portrait of Chronic Absenteeism in Early Grades by Mariajosé Romero and Lee Young and the subsequent seminal work, Present Engaged and Accounted For: The Critical Importance of Addressing Chronic Absence in the Early Grades< co-authored by Hedy Chang and Dr. Romero (2008) introduced a new focus on data. In 2010 LearnLead analyzed tardiness and absence in two Baltimore Head Start agencies: St.Jerome’s Head Start and Morgan Sate University Head Start and commissioned Dr. Romero to review the 2007 attendance data for the relationship between tardiness and absence.
In analyzing the relationship between tardiness and absenteeism Dr. Romero found:
- Being chronically tardy (>=10%) in Kindergarten increases by 10 times the likelihood of being chronically absent in Kindergarten and 1st grade, and by 3 times in 3rd and 5th grades.
- Chronic tardiness affects the most vulnerable children; i.e. poor, minority, and exposed to individual, maternal and family risk.
- Children who are chronically tardy (>=10%) in Kindergarten have lower academic performance in reading, mathematics, world knowledge and science throughout the elementary grades, when compared to their peers who are never tardy.
Follow the link to view a report on “Tardiness in Early Education: Incidence, Predictors, and Consequences.”
The LearnLead Head Start Attendance survey study found significant tardiness and absenteeism in Head Start.
For the latest and strongest research on chronic absence, see the Attendance Works web site.
Contact us to learn more!