An Investigation of the Effect of a Self-concept Enhancement and Language Development Intervention Program on School Readiness Skills in Inner-city Preschool Children PDF Download

Author: Geraldine Johnson Carter
Publisher:
ISBN:
Category :
Languages : en
Pages : 356

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 906

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Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1610

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Author:
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 724

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Author:
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ISBN:
Category : Education
Languages : en
Pages : 914

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587

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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: E. Michelle Pardew
Publisher:
ISBN:
Category : Child psychology
Languages : en
Pages : 190

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309069882
Category : Social Science
Languages : en
Pages : 610

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How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

Author: Sara Anne Schmitt
Publisher:
ISBN:
Category : Preschool children
Languages : en
Pages : 142

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In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to succeed. Children from high-risk backgrounds (e.g., low-income) are particularly vulnerable for difficulties in self-regulation development. Given these documented gaps in self-regulation, it has become critical to first identify children at risk for poor self-regulation and then work to improve these critical skills prior to school entry. This dissertation includes two studies that focus on strengthening self-regulation and school readiness for children at risk. The first study addressed measurement inconsistencies in the field by investigating the predictive utility among teacher-rated, observed, and directly assessed self-regulation skills to academic achievement in preschoolers. Results indicated significant, positive relationships for teacher-rated and directly assessed self-regulation for early math and literacy skills. Domain specific patterns emerged in our measurement comparisons in that teacher ratings were the strongest predictors of literacy, and the direct assessment was the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Study 2 examined if children who participated in an 8-week intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored. Finally, differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated greater gains in self-regulation over the preschool year compared to the control group. In addition, although there were no significant direct effects of the intervention on academic skills in the full sample, significant indirect intervention effects emerged on spring achievement through self-regulation. Finally, group comparisons revealed that the intervention was related to significant gains in math for children who were English language learners. Taken together, findings from the studies in this dissertation inform our understanding of self-regulation measurement and intervention, which is critical for helping children at risk for poor school readiness.