Educational effects of the Tools of the Mind curriculum: A randomized trial
@article{Barnett2008EducationalEO, title={Educational effects of the Tools of the Mind curriculum: A randomized trial}, author={William Steven Barnett and Kwanghee Jung and Donald J. Yarosz and Jessica A. Thomas and Amy Hornbeck and Robert A. Stechuk and Susan Freeman Burns}, journal={Early Childhood Research Quarterly}, year={2008}, volume={23}, pages={299-313} }
500 Citations
Intervention Implementation of Tools of the Mind for Preschool Children’s Executive Functioning
- PsychologyFrontiers in Psychology
- 2021
Results revealed several significant moderation effects indicating that Tools implementation is related to classroom EF gains for some but not all teachers.
Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models
- Education, Psychology
- 2011
To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children at-risk for academic difficulties, and even fewer studies have…
Tools of the Mind : A Vygotskian Early Childhood Curriculum
- Psychology
- 2018
Tools of the Mind is an early childhood curriculum based on the principles of cultural-historical psychology. The program was originally developed and pilot tested in Denver, Colorado, in the 1990s…
Achievement and Self-Regulation in Pre-Kindergarten Classrooms: Effects of the Tools of the Mind Curriculum.
- Education, Psychology
- 2014
Results from a cluster randomized trial of the impact of the Tools of the Mind pre-kindergarten curriculum on preschoolers’ achievement, self-regulation, and social behavior are reported. Sixty…
Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties.
- Education, PsychologyChild development
- 2015
Findings from a cluster-randomized study of an integrated literacy- and math-focused preschool curriculum comparing versions with and without an explicit socioemotional lesson component to a business-as-usual condition suggest there were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioem emotional outcomes.
A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills
- PsychologyBMC psychology
- 2019
The result of the intervention shows that neither of the two intervention paradigms had measurable effects on the targeted skills, but there were results as to the follow-up questions, such as executive functions predicting all other variables (language and communication, socioemotional comprehension, and math).
Early Childhood Education: A Curriculum Review and Critical Analysis
- Education
- 2016
In a more contemporary approach, the National Association of the Education of Young Children (NAEYC) promotes child-guided learning experiences, individualized learning, and developmentally…
A Cluster Randomized-Controlled Trial of the Impact of the Tools of the Mind Curriculum on Self-Regulation in Canadian Preschoolers
- PsychologyFront. Psychol.
- 2018
It is found that children who received Tools made greater gains on a behavioral measure of executive function than their YMCA PTL peers, but the difference was significant only for those children whose parents rated them high in hyperactivity/inattention initially.
Teacher Observations on the Implementation of the Tools of the Mind Curriculum in the Classroom: Analysis of Interviews Conducted over a One-Year Period
- Education
- 2012
The following pilot study reports on teacher observations and reflections of implementing the Tools of the Mind curriculum in pre-k and kindergarten classrooms in an east coast urban school district…
References
SHOWING 1-10 OF 111 REFERENCES
Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum
- PsychologyThe Journal of Primary Prevention
- 2007
After exposure to PATHS, intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers, and teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls.
An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten
- Education, Psychology
- 2007
An alarming number of American pre-school children lack sufficient language and literacy skills to succeed in kindergarten. The type of curriculum that is available within pre-kindergarten settings…
Effects of Different Instructional Approaches on Young Children's Achievement and Motivation
- Psychology, Education
- 1995
Children in child-centered preschools and kindergartens were compared to children in didactic, highly academic programs in terms of their basic skills achievement and a set of motivation variables.…
Good Beginnings: What difference does the program make in preparing young children for school?
- Psychology, Education
- 1998
Characterizing early childhood education programs for poor and middle-class children
- Education, Psychology
- 1992
The Classroom Assessment Scoring System: Findings from the Prekindergarten Year
- Education, PsychologyThe Elementary School Journal
- 2004
Research on teacher-child relationships, classroom environments, and teaching practices provided the rationale for constructing a system for observing and assessing emotional and instructional…
Developmentally appropriate public school preschool: A study of implementation of the high/scope curriculum and its effects on disadvantaged children's skills at first grade
- Education, Psychology
- 1992
Tools of the Mind: A Case Study of Implementing the Vygotskian Approach in American Early Childhood and Primary Classrooms. Innodata Monographs 7.
- Education
- 2001
The development and piloting of the Tools of the Mind project is described, including the creation of the Early Learning Advisor, a computerized assessment system which provides direct advice to teachers on the developmental levels of their individual students, and gives them suggestions about how to apply the innovative teaching concepts in their daily work in the classroom.