Author: Sharon McNeel Humphrey Publisher: ISBN: Category : Indian children Languages : en Pages :
Book Description
The purpose of this study was to examine the preschool settings of the Pearl River community and assess the effectiveness of certain preschool programs regarding the achievement of Native American kindergarten students. The data were examined to compare student achievement of the Pearl River Elementary School kindergarten class of 2006-2007 as measured by the TerraNova subtests in Reading/Language and Mathematics. A sample of n = 74 was obtained for this study. Descriptive statistics were used to analyze previous preschool experiences of the participants. Demographic data showed that most students in the Pearl River Elementary School kindergarten class of 2006-2007 had attended some type of preschool. TerraNova scores for the participants were also examined. Descriptive statistics were used to examine how well the kindergarten students at Pearl River Elementary School compared with the national average. The data indicated that the kindergarteners at Pearl River Elementary School did not score as high as the national average on any of the subtests for Reading, Language, and Mathematics. A MANOVA was used to test the null hypothesis that stated that there were no statistically significant differences among the means of the TerraNova scores based upon type of preschool attended. The independent variable for the analysis was type of preschool attended. The dependent variables were the subtest scores on the TerraNova in Reading, Language, and Mathematics. Results indicated that students who had attended the Pearl River pre-kindergarten program outscored the students who had attended the Pearl River Head Start program in both Language and Mathematics subtests. Results did not indicate that there was any statistical difference in the mean of the Reading subtest based upon type of preschool attended. Recommendations for further study include obtaining another sample that would incorporate variables not used in the current study. Research should be done to examine curricular differences among pre-kindergarten, FACE, Head Start, and Day Care programs. Students should also be tracked to measure the long term effects of attending each of these programs. Alternate assessments for student achievement of preschool and kindergarten students should also be considered for further research.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to examine the preschool settings of the Pearl River community and assess the effectiveness of certain preschool programs regarding the achievement of Native American kindergarten students. The data were examined to compare student achievement of the Pearl River Elementary School kindergarten class of 2006-2007 as measured by the TerraNova subtests in Reading/Language and Mathematics. A sample of n = 74 was obtained for this study. Descriptive statistics were used to analyze previous preschool experiences of the participants. Demographic data showed that most students in the Pearl River Elementary School kindergarten class of 2006-2007 had attended some type of preschool. TerraNova scores for the participants were also examined. Descriptive statistics were used to examine how well the kindergarten students at Pearl River Elementary School compared with the national average. The data indicated that the kindergarteners at Pearl River Elementary School did not score as high as the national average on any of the subtests for Reading, Language, and Mathematics. A MANOVA was used to test the null hypothesis that stated that there were no statistically significant differences among the means of the TerraNova scores based upon type of preschool attended. The independent variable for the analysis was type of preschool attended. The dependent variables were the subtest scores on the TerraNova in Reading, Language, and Mathematics. Results indicated that students who had attended the Pearl River pre-kindergarten program outscored the students who had attended the Pearl River Head Start program in both Language and Mathematics subtests. Results did not indicate that there was any statistical difference in the mean of the Reading subtest based upon type of preschool attended. Recommendations for further study include obtaining another sample that would incorporate variables not used in the current study. Research should be done to examine curricular.
Author: National Research Council Publisher: National Academies Press ISBN: 0309068363 Category : Education Languages : en Pages : 464
Book Description
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.
Author: Megan M. McClelland Publisher: Routledge ISBN: 1134920733 Category : Education Languages : en Pages : 193
Book Description
Self-regulation has been identified as an important predictor of school readiness and academic achievement in young children. Children who struggle with self-regulation are at risk of experiencing peer rejection and academic difficulties. Teachers report that there is high variability in children’s self-regulatory abilities at school entry and that children with an accumulation of risk factors are especially likely to enter school without adequate self-regulation skills. Moreover, early academic skills are often cumulative, so children who fail to acquire early skills are at risk of falling behind their peers academically and facing achievement gaps that widen over time. Although the relation between self-regulation and school-related outcomes has been clearly documented, our understanding of the pathways through which self-regulation influences early achievement and school success remains unclear. This special issue considers previously neglected areas in the current understanding of self-regulation. The seven articles focus on issues including (a) the complex relations between self-regulation and school readiness, (b) predictors of self-regulation and academic achievement, and (c) advances in measurement of self-regulation and related skills. Research that continues to investigate the complex relations and mechanisms that influence early self-regulation and related outcomes will inform policy and practice in ways that help all children develop the self-regulation skills they need. The volume will be of interest to researchers in the field of child development or education, and educators and policy makers who are interested in promoting school readiness and academic success. This book was originally published as a special issue of Early Education and Development.
Author: Lynn A. Karoly Publisher: Rand Corporation ISBN: 0833047612 Category : Social Science Languages : en Pages : 197
Book Description
The California Preschool Study examined gaps in school readiness and achievement in the early grades among California children and the potential for high-quality preschool to close those gaps, the use of early care and education (ECE) services and their quality, and the system of publicly funded ECE programs for three- and four-year-olds. This analysis integrates the results from the prior studies and makes recommendations for preschool policy.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
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.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 030948202X Category : Social Science Languages : en Pages : 391
Book Description
Healthy mental, emotional, and behavioral (MEB) development is a critical foundation for a productive adulthood. Much is known about strategies to support families and communities in strengthening the MEB development of children and youth, by promoting healthy development and also by preventing and mitigating disorder, so that young people reach adulthood ready to thrive and contribute to society. Over the last decade, a growing body of research has significantly strengthened understanding of healthy MEB development and the factors that influence it, as well as how it can be fostered. Yet, the United States has not taken full advantage of this growing knowledge base. Ten years later, the nation still is not effectively mitigating risks for poor MEB health outcomes; these risks remain prevalent, and available data show no significant reductions in their prevalence. Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda examines the gap between current research and achievable national goals for the next ten years. This report identifies the complexities of childhood influences and highlights the need for a tailored approach when implementing new policies and practices. This report provides a framework for a cohesive, multidisciplinary national approach to improving MEB health.
Author: Sharon McNeel Humphrey
Author: 
Author: National Research Council
Author: Megan M. McClelland
Author: Lynn A. Karoly
Author: National Research Council
Author: National Academies of Sciences, Engineering, and Medicine
Author: Daisy McCray Murphy
Author: Consortium for Longitudinal Studies
Author: Alelign Jemberie