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 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 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 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 School Readiness in Children Attending Public Preschool written by Yvonne Humenay Roberts and published by . This book was released on 2011 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: The term school readiness refers to the idea that most children, upon entry into kindergarten, have achieved a developmental level that enables them to adapt to formal schooling and achieve later academic success (Ackerman & Barnett, 2005). While research has found that preschool children vary considerably in their pre-education experiences as well as their readiness upon entry into formal education, the literature also notes that children's skills at school entry are highly correlated with later abilities and educational outcomes (e.g., Duncan et al., 2007). Therefore, assuring early competence is important. Beginning in early elementary school, those children identified as at-risk for school failure experience a significant gap in their academic achievement compared to their peers (Magnuson, Meyers, Ruhm, & Waldfogel, 2004). Head Start was designed to remediate said gaps by enhancing school readiness during early childhood. The early childhood literature points to the need for additional research in order to estimate the prevalence of at-risk preschool children in order to better serve them. Moreover, although social/emotional functioning and physical health have been implicated as important dimensions of school readiness (e.g., Castelli, Hillman, Buck & Erwin, 2007; Ladd, Herald, & Kochel, 2006), there are few studies that have integrated these variables to provide a multidimensional understanding of school readiness in children attending Head Start programming. Utilizing a diverse sample of 555 children who attended Head Start programming prior to kindergarten, this study examined how cognitive, social/emotional, and physical health in prekindergarten were related to direct assessments of child readiness at the start of the kindergarten year. The results suggest several characteristics affect kindergarten readiness in this group, including demographic variables, residential mobility, and cognitive and social/emotional performance in pre-kindergarten. Further, the total number of characteristics in preschool may be related to decreased school readiness in kindergarten. Children fared better when attending multiple years of quality preschool programming. These findings have implications for a range of state and local policy and program development efforts, as well as clinical practice and school guidelines.

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 Preschool and Kindergarten Teachers Perceptions of the Academic Social and Behavioral Influences of Preschool Education on Kindergarten Readiness written by Kimberly A. Guyer and published by . This book was released on 2017 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine the perceptions of preschool and kindergarten teachers on elements present in a preschool program that are impactful to a child's transition to kindergarten. A total of 23 preschool teachers and 35 kindergarten teachers in the southern central region of Pennsylvania completed the researcher-developed online survey. Four preschool teachers and four kindergarten teachers consented to semi-structured interviews. Participants in the study specifically addressed academic, social, and behavioral factors that influence preschool education on kindergarten readiness. The participants noted that although students attended a preschool, there were significant gaps when entering kindergarten. Participants also noted a steady increase in students struggling to stay focused on tasks, which has led to increased behaviors in the classrooms. Participants shared that parental involvement was a significant factor linked to student success in the classroom. The participants described an overall concern of increased complexities in their roles as preschool or kindergarten teachers and the correlation with student achievement. Recommendations include suggestions for further research in the area of connecting local preschool programs with local kindergarten programs, developing ways to enhance parental involvement, exploring the perceptions of the building administrators, and promoting collaboration between preschool programs and school districts.

Download or read book Is Kindergarten a Good or Bad Idea The Effects of Preschool on Children s Social Behavioral and Cognitive Development written by Kseniia Mykhailytska and published by GRIN Verlag. This book was released on 2016-07-20 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Essay from the year 2016 in the subject Psychology - Developmental Psychology, grade: 10.00, , language: English, abstract: This paper examines the effects of preschool on the development of children's learning skills, moral behavior, and social competence. It is based on the research on the impact of care centers on kids. The articles considered in the paper analyze three aspects of preschool education: behavioral, social, and cognitive. Although the articles present different perspectives on the issue, the results of the studies may be attributed to the position either for or against children's attending kindergarten. As preschool is found to have possible positive influence in only one scale out of three, its impact on children is considered mostly negative. The conclusion can be drawn that attending kindergarten is not an indispensable condition of kids' development. The suggestion is made that preschool system requires innovative highly qualified and affordable programs that would use an individual approach to children. An alternative solution implies sending children to kindergarten for no longer than three hours a day followed by enhanced parents' care.

Download or read book Impact of Early Childhood Education on Academic Achievement in Kindergarten written by Kathleen Rose Daly Ball and published by . This book was released on 2018 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the academic rigor of kindergarten increasing, it is imperative that children come to kindergarten with a foundation that will allow them to be successful in the kindergarten classroom. This mixed-method research project sought to explore the impact of participation in an early childhood on the academic achievement in the areas of literacy and math for kindergarten students. The population used consisted of kindergarten students in 2 different schools. Kindergarten readiness was measured using a Kindergarten Readiness test, and academic achievement was measured using STAR scores from screeners given in October and January. Statistical significance was found in the areas of Kindergarten readiness and academic readiness in the areas of literacy and math.

Download or read book Are We There Yet written by V. Susan Bennett-Armistead and published by . This book was released on 2008 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Perceptions of Preschool and Kindergarten Teachers and the Impact on Kindergarten Readiness written by Heather S. Gaskins and published by . This book was released on 1999 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 The Impact of Pre kindergarten Preschool Program Experience on Kindergarten Readiness written by Marlene Webb Moore and published by . This book was released on 2003 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect of the preschool experience on reading. The comparative outcome of students who had attended a program before kindergarten versus students who did not attend a preschool program was measured. Students who had attended preschool achieved higher scores on the Metropolitan Readiness Test than children who had not. It was concluded that a preschool readiness program yields more proficiency in skills such as language and reading. In addition, professional staff members (teachers, school psychologists, principals, and reading specialists) were surveyed to determine their view of skills necessary to constitute kindergarten readiness. Some also participated in a follow-up interview to gain further clarity of their opinions. Results indicated that responses provided by the professionals corresponded to areas measured in the Metropolitan Readiness Test. Children who attended a pre-kindergarten program reflected higher scores, an indication that they were better prepared for kindergarten. Professionals' experienced view of readiness conformed that that result.

Download or read book Impact of Formal Early Childhood Education on Kindergarten Readiness written by Brittany Wood and published by . This book was released on 2019 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impacts of Kindergarten Transition written by Brad Simala and published by . This book was released on 2018 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current national practices demand that public educators demonstrate accountability for academic achievement for all PK through 12th grade students. These high demands make it necessary for children to enter kindergarten prepared for the social, emotional, and academic requirements placed on them. The purpose of this qualitative research descriptive case study was to determine how kindergarten transition and screening assessments are used to help serve children's academic needs as they enter kindergarten. This study examined the importance of kindergarten readiness and how the kindergarten transition process prepares children for kindergarten. This research study explored the value of, and uses for, pre-kindergarten screening assessments. This research is important to parents, teachers, administrators, pre-school providers and policy-makers as it informs the benefits and challenges of providing a quality pre-school experience for all four-year-old children as preparation to more formal schooling. This research study answered the following questions: 1) How do parents use information from kindergarten transition activities and screening assessments to help prepare their children for kindergarten? 2) What transition activities do teachers believe are most beneficial in preparing children for kindergarten? 3) How is information from kindergarten screening exams used to help children attain academic success in kindergarten? 4) What challenges do parents, teachers, and administrators overcome in order to help children prepare for kindergarten? This qualitative research descriptive case study highlights the need for kindergarten readiness. The study demonstrates how activities designed to increase kindergarten readiness help children become more successful in the academic setting. This study focuses on the question of what factors influence kindergarten readiness. This research gives teachers and administrators ideas for interventions for students who experience difficulty with academic material upon entering school. This research provides information on how to interpret the results of kindergarten screening assessments. This study provides educators and parents many different best practices for applying the knowledge gained from kindergarten screening assessments at home and in the classroom. The findings from this qualitative research study demonstrate that parents, teachers and administrators value the variety of transition activities offered to their children. The results suggest that transition events and the screening assessment help children become prepared for the academic, social, and emotional demands of kindergarten. The findings demonstrate the need to provide quality opportunities for transition of children entering school for the first time.

Download or read book Impact of the Education Level of Voluntary Prekindergarten Teachers Upon Kindergarten Student Readiness Rates written by Teresa A. Wright and published by . This book was released on 2012 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site. Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida's voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a large-scale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.

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.