School Experiences and Early Development (SEED) Study
The ECEI partners with researchers from Georgetown University to conduct a longitudinal study of young children in Tulsa. In the first year of the study, we examined the experiences of three-year-old children in Head Start programs and community child care programs. In Year Two, we continued to follow children in those settings and recruited an additional pre-k sample from TPS four-year-old pre-k classrooms. In Year Three, we followed all children into Kindergarten and recruited a comparison sample of children who did not attended school prior to kindergarten. Currently, participants are in fourth grade and our team is conducting in-person child assessments and classroom observations.
A variety of child assessments and classroom observations are being used for this study. The child assessments, such as the Woodcock-Johnson, the CELF, and the NIH Toolbox, focus on the children’s emergent literacy and math, language, and self-regulation skills. Classroom observations will examine classroom interactions and teacher-child relationships. In addition, teachers will provide feedback on each child, and parents will complete questionnaires regarding their child’s early experiences including child care history, household stability and financial strain. We recently focused on the effects of the COVID-19 pandemic on children, families and teachers.
Principal Investigators include Deborah Phillips and Anna Johnson from Georgetown, Diane Horm and Sherri Castle from OU-Tulsa, and Gigi Luk from McGill University. Project Director is April Dericks; Research Associates are Kim Booth, Nissa Choudary, Emily Condry, Stephanie Farris, Michelle Franchini, Susan Mensching, Candice Morrow, Rachael Province-Roberts, Michelle Schnelle, and Toni Smith.