Download or read book Effects of Preschool Education on Kindergarten Readiness written by Elaine M. Myszka and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Buffalo State College Master's project in Elementary Education and Reading, 2003.
Download or read book Kindergarten Transition and Readiness written by Andrew J. Mashburn and published by Springer. This book was released on 2018-06-09 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a comprehensive overview of children’s transitions to kindergarten as well as proven strategies that promote their readiness. It presents theories and research to help understand children’s development during the early childhood years. It describes evidence-based interventions that support children in developmental areas essential to school success, including cognitive, social-emotional, and self-regulatory skills. Chapters review prekindergarten readiness programs designed to promote continuity of learning in anticipation of the higher grades and discuss transitional concerns of special populations, such as non-native speakers, children with visual and other disabilities, and children with common temperamental issues. The volume concludes with examples of larger-scale systemic approaches to supporting children’s development during the transition to kindergarten, describing a coherent system of early childhood education that promotes long-term development. Featured topics include: Consistency in children’s classroom experiences and implications for early childhood development. Changes in school readiness in U.S. kindergarteners. Effective transitions to kindergarten for low-income children. The transition into kindergarten for English language learners. The role of close teacher-child relationships during the transition into kindergarten. Children’s temperament and its effect on their kindergarten transitions. Kindergarten Transition and Readiness is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, educational psychology, social work, special education, and early childhood education.
Download or read book The Impact of Preschool Education on Students Kindergarten Readiness and Subsequent Kindergarten Performance written by Kelsey Musselman Carroll and published by . This book was released on 2012 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of preschool education on students' kindergarten readiness and subsequent kindergarten performance in a low socioeconomic primary school. There are several factors that influence a child's readiness for school, including the children's natural talents and abilities, their families, their early environments, their schools, and their communities. -- The setting for this research was a primary school located within a small, urban school district in the piedmont area of North Carolina. For the purpose of this study, all kindergarten students were placed into three subgroups: kindergarten students who attended the prekindergarten program at the primary school, kindergarten students who attended an outside prekindergarten program in the surrounding community, and kindergarten students who have no record of prekindergarten attendance. -- The study's methodology included assessing all kindergarten students prior to the start of the school year using the fourth edition of the Developmental Indicators for the Assessment of Learning (DIAL-4) kindergarten readiness screening assessment, and then comparing these scores to a) whether or not the student attended a prekindergarten program prior to starting school; and b) student achievement data recorded at three benchmark checkpoints (3, 5, and 7 months) throughout the kindergarten school year. Data on teacher perceptions of the effect of preschool on kindergarten readiness and student achievement were also collected and analyzed. -- When looking at kindergarten readiness, results suggest that children who attended a prekindergarten program prior to starting school scored significantly higher on the DIAL-4 readiness screening assessment than their peers who did not attend prekindergarten. In further analyzing the data, students who attended a prekindergarten program in the surrounding community scored significantly higher on the DIAL-4 readiness screening assessment than students who either attended the district prekindergarten program or did not attend prekindergarten. -- When looking at subsequent kindergarten performance, students who were originally identified as being ready for school did not, after 7 months of classroom instruction, score significantly higher in literacy, math or social development than their peers who were originally identified as being delayed. Additionally, students who attended a prekindergarten program prior to starting school did score significantly higher in math proficiency than their peers who did not attend prekindergarten, but there were no significant differences between the two groups for either literacy or social development.
Download or read book The Effect of Preschool Education on the Success of Kindergarten Readiness written by Linda Lea Pahl and published by . This book was released on 2003 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Supporting Children s Well Being During Early Childhood Transition to School written by Tatalovi? Vorkapi?, Sanja and published by IGI Global. This book was released on 2020-10-23 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Life transitions differ concerning the intensity of the change and the intensity of the child’s reaction to that change. For most children, the first and most significant transition is from the family home to an institution of early care and education, which includes preschool. These transitions can also include children's passage from kindergarten to elementary school. However, the intensity of the child's reaction is related to the size of the change that is happening and also to who or what is involved in that change and the importance a child attributes to that someone or something. Supporting Children’s Well-Being During Early Childhood Transition to School is an essential scholarly publication that examines evidence-based practices and approaches that fully support a child’s well-being during transition periods in early childhood. It serves as a resource to rethink contemporary transition theoretical models, research studies, and applied practices. Featuring a wide range of topics such as emotional competency, language learners, and professional development, this book is ideal for academicians, psychologists, early childhood educators, daycare centers, curriculum designers, policymakers, researchers, education professionals, and students.
Download or read book Reroute the Preschool Juggernaut written by Chester E. Finn (Jr.) and published by Hoover Press. This book was released on 2009 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prekindergarten is one of the most hotly contested topics in American education today. The author looks at recent social and educational changes that have brought unprecedented attention to school readiness, the hazy boundary between preschool and child care, and the extent to which American youngsters already have access to various pre-K services. He then examines the shaky state of standards and quality in this field and the largely inconclusive nature of research and evidence as to "what works" with young children. After reviewing of two of America's most prominent examples of universal pre-K education in Florida and Oklahoma and looking at the four-decade-old Head Start Program, he tackles the matter of costs and benefits and the fractious issue of alternative delivery systems before offering some conclusions and ideas for the path ahead.
Download or read book Promoting School Readiness and Early Learning written by Michel Boivin and published by Guilford Publications. This book was released on 2013-09-26 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in cutting-edge developmental research, this book examines what school readiness entails and how it can be improved. Compelling longitudinal findings are presented on the benefits of early intervention for preschoolers at risk due to poverty and other factors. The volume identifies the cognitive, language, behavioral, motor, and socioemotional skills that enable young children to function successfully in school contexts. It explores specific ways in which school- and family-based interventions--including programs that target reading and language, math, self-regulation, and social-emotional development--can contribute to school readiness. The book also addresses challenges in the large-scale dissemination of evidence-based practices.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book The Importance of Being Little written by Erika Christakis and published by Penguin. This book was released on 2016-02-09 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: “Christakis . . . expertly weaves academic research, personal experience and anecdotal evidence into her book . . . a bracing and convincing case that early education has reached a point of crisis . . . her book is a rare thing: a serious work of research that also happens to be well-written and personal . . . engaging and important.” --Washington Post "What kids need from grown-ups (but aren't getting)...an impassioned plea for educators and parents to put down the worksheets and flash cards, ditch the tired craft projects (yes, you, Thanksgiving Handprint Turkey) and exotic vocabulary lessons, and double-down on one, simple word: play." --NPR The New York Times bestseller that provides a bold challenge to the conventional wisdom about early childhood, with a pragmatic program to encourage parents and teachers to rethink how and where young children learn best by taking the child’s eye view of the learning environment To a four-year-old watching bulldozers at a construction site or chasing butterflies in flight, the world is awash with promise. Little children come into the world hardwired to learn in virtually any setting and about any matter. Yet in today’s preschool and kindergarten classrooms, learning has been reduced to scripted lessons and suspect metrics that too often undervalue a child’s intelligence while overtaxing the child’s growing brain. These mismatched expectations wreak havoc on the family: parents fear that if they choose the “wrong” program, their child won’t get into the “right” college. But Yale early childhood expert Erika Christakis says our fears are wildly misplaced. Our anxiety about preparing and safeguarding our children’s future seems to have reached a fever pitch at a time when, ironically, science gives us more certainty than ever before that young children are exceptionally strong thinkers. In her pathbreaking book, Christakis explains what it’s like to be a young child in America today, in a world designed by and for adults, where we have confused schooling with learning. She offers real-life solutions to real-life issues, with nuance and direction that takes us far beyond the usual prescriptions for fewer tests, more play. She looks at children’s use of language, their artistic expressions, the way their imaginations grow, and how they build deep emotional bonds to stretch the boundaries of their small worlds. Rather than clutter their worlds with more and more stuff, sometimes the wisest course for us is to learn how to get out of their way. Christakis’s message is energizing and reassuring: young children are inherently powerful, and they (and their parents) will flourish when we learn new ways of restoring the vital early learning environment to one that is best suited to the littlest learners. This bold and pragmatic challenge to the conventional wisdom peels back the mystery of childhood, revealing a place that’s rich with possibility.
Download or read book Helping Low Birth Weight Premature Babies written by Ruth T. Gross and published by Stanford University Press. This book was released on 1997 with total page 694 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year in the United States, 250,000 infants are born too soon, weighing too little. For these low birth weight, premature infants, the future is uncertain, since they are at risk for a variety of serious medical and developmental problemsincluding behavioral and learning disorders that may have damaging effects for the rest of their lives. The extent to which a comprehensive early intervention program could improve or prevent these adverse outcomes was examined in the Infant Health and Development Program, a randomized controlled trial involving almost 1,000 infants in eight cities in the United States. This book describes in detail the program, its research methodology, the progress of the program, and the results of the clinical trial. The program was administered by an interdisciplinary team composed of physicians, biostatisticians, child development specialists, and researchers from several disciplines. It was instituted upon the discharge of the infants from the neonatal nursery and was maintained for three years. One-third of the infants were randomly assigned to an intervention group, the remainder to a follow-up group. Infants in both groups received pediatric care and community referral services, but only those in the intervention group participated in a program that included extensive home visits, attendance at a child development center, and group meetings for parents. The results of the program proved to be clinically important; at age three, the children in the intervention group had significantly higher IQ scores, greater cognitive development, and fewer behavioral problems. The implications of the findings for public policy are equally important, for there is increasing interest in the prevention, early detection, and management of developmental disabilities in children, as evidenced by such legislation as the Education for All Children Act. Strategies to minimize the problems of low birth weight children, with their potential for long-term savings through the prevention of disabilities and their attendant costs, could have significant repercussions in such governmental areas as medical care, education, and social welfare.
Download or read book The Effects of Preschool Teachers Education Levels on the Acquisition of School readiness Skills of Kindergarten bound Students written by Tabitha Eaden Thompson and published by . This book was released on 2013 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed method research study examines the impact of preschool teachers' education levels on the acquisition of school-readiness skills of kindergarten-bound students. Seeking to assess the problem of kindergarten-bound students not being academically and socially prepared, 81 teacher participants completed surveys and 5 teachers participated in qualitative interviews to examine the issue. Through the use of both quantitative and qualitative data, the following two research questions were analyzed: 1. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding teacher work experience on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment? 2. Is there a significant difference between three teacher groups (Bachelors degree, Associate of Arts degree and Masters degrees) regarding education level on school-readiness skills as assessed on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment? Utilizing the systems theory (Bess and Dees, 2008) and social systems theory (Banathay, 1996), the research study examined preschool and its effects within the larger educational framework of K-12 system and higher education. The literature reviewed provided information on the higher educated teachers positively influencing school-readiness skills while other literature refuted the notion of higher educated teachers increasing the acquisition of school-readiness skills. The research study assessed the education levels and work experience of preschool teachers based on the five domains of the Desired Results Developmental Profile-Revised (DRDP-R) assessment tool. Overall the quantitative findings demonstrated no positive or negative effects on the acquisition of school-readiness skills of kindergarten-bound students based on the education levels of the preschool teachers. The findings further demonstrated no negative or positive effects on school-readiness skills based on the work experience of the preschool teachers. The qualitative findings from the teacher participants' interviews indicate a perception of school-readiness skills as academic skills only excluding social skills. The findings further indicate that additional factors such as parental involvement, effective communication, environment and high quality teachers and classroom environment contribute to improve preschool programs and increased school-readiness skills. Further, the qualitative data indicates the participants' noted short-term benefits of preschool programs while acknowledging that kindergarten-bound students are typically successful in kindergarten and beyond. This research study concludes with recommendations for future actions as well as policy implications for the Early Childhood Education field.
Download or read book Eager to Learn written by National Research Council and published by National Academies Press. This book was released on 2001-01-22 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.
Download or read book Tools of the Mind written by Elena Bodrova and published by Taylor & Francis. This book was released on 2024-04-24 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Download or read book Early Childhood Education and School Readiness in India written by Venita Kaul and published by Springer. This book was released on 2019-06-03 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume makes a comprehensive assessment of the status and quality of early educational experiences at preschool and early primary grades in India. It raises a serious concern that despite high enrolment in preschools, children’s school readiness levels remain low at ages five and six, and raises a vital question---are Indian children getting a sound foundation for school and for later life? It addresses three important issues from the Indian perspective: children's school readiness at age five; families' readiness for school; and, most importantly, the readiness of schools for children. India is one of many countries across the global South facing an early learning crisis. High quality early childhood education may be key to improving these outcomes for children, yet little is known about early childhood education programs in India and their impact on children’s school readiness. This volume is based on a longitudinal, mixed methods research study which is perhaps the first of its kind in India. The study covers public provisions along with steadily expanding private pre-schools and schools in rural India and provides interesting narratives and insights into the multiple pathways children are adopting in these critical early years, particularly in the context of the expanding role of the private sector. Written in a lucid and narrative style, this volume is of interest to a diverse readership of researchers, educationists and early childhood education policy makers and practitioners in terms of both its design and findings.
Download or read book Reconsidering Children s Early Development and Learning written by United States. National Education Goals Panel. Goal 1 Technical Planning Group and published by . This book was released on 1995 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1990, the National Education Goals were established by the President and the 50 state governors. Great attention has been given to Goal 1, dubbed the "readiness" goal: By the year 2000, all children in America will start school ready to learn. The Goal 1 Resource Technical Planning Groups were asked to suggest ways in which Goal 1 could be measured. The purpose of this document is to further amplify the dimensions of early learning and development used by the National Educational Goals Panel to measure progress toward Goal 1. The following five dimensions are discussed: (1) "Physical Well-Being and Motor Development"; (2) "Social and Emotional Development," serving as the foundation for relationships which give meaning to school experience; (3) "Approaches toward Learning," referring to the inclinations, dispositions, or styles that reflect ways children become involved with learning; (4) "Language Development"; and (5) "Cognition and General Knowledge." For each of the dimensions, a rationale; general definition; the relationship to individual, cultural, and contextual variation; and a summary are given. The report concludes with a discussion of underlying issues, implications, and action steps. (Contains 83 references.) (BGC)
Download or read book School Readiness and the Transition to Kindergarten in the Era of Accountability written by Robert C. Pianta and published by Brookes Publishing Company. This book was released on 2007 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than 30 highly respected experts contribute cutting-edge information to give readers a comprehensive look at early education and kindergarten transition.;;
Download or read book Lifetime Effects written by Lawrence J. Schweinhart and published by . This book was released on 2005 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
