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Author: Yvonne Humenay Roberts Publisher: ISBN: Category : Languages : en Pages : 57
Book Description
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.
Author: Yvonne Humenay Roberts Publisher: ISBN: Category : Languages : en Pages : 57
Book Description
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.
Author: Venita Kaul Publisher: Springer ISBN: 9811370060 Category : Education Languages : en Pages : 250
Book Description
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.
Author: Donna Hinkle Publisher: ISBN: Category : Education Languages : en Pages : 72
Book Description
Public education begins with kindergarten for most children, but an estimated 1 million prekindergarten children are also in public schools, and the number is increasing. In December 1997, the National Institute on Early Childhood Development and Education in the U.S. Department of Education's Office of Educational Research and Improvement convened a group of national, state, and community early childhood and education leaders to discuss the interrelationship between preschool and public education. Meeting participants unanimously agreed on the need to move from the current state of fragmented programs to a coordinated preschool care and education system that is linked with the public school system. Based on discussions at that meeting and on recent related data and research, this publication is intended to provide schools, families, and communities with information and ideas about public school prekindergarten and other preschool care and education initiatives that are linked with public schools. The publication offers insights from meeting participants about public school involvement in early childhood, and provides examples of how states and communities are designing programs to expand and improve preschool care and education. Following an introduction and background information on the meeting, the publication explores the following questions pursued at the meeting: (1) "Why Should Schools Be Involved in Early Childhood?"; (2) "What Roles Should Schools Play in Early Childhood?"; (3) "What Facilitates School Involvement in Early Childhood?"; (4) "What Challenges Do Public Schools Face with Involvement in Early Childhood?"; (5) "What Are the Key Issues for Professional Development?"; and (6) "What Are the Key Research and Evaluation Questions?" The publication concludes with a 52-item bibliography and lists of meeting participants and state early childhood education contacts. (HTH)
Author: Michel Boivin Publisher: Guilford Publications ISBN: 1462511570 Category : Psychology Languages : en Pages : 382
Book Description
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.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study—Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children’s reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants.
Author: Ruth T. Gross Publisher: Stanford University Press ISBN: 9780804726122 Category : Medical Languages : en Pages : 694
Book Description
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.
Author: R. Lynn Baker Publisher: ALA Editions ISBN: 9780838913338 Category : Language Arts & Disciplines Languages : en Pages : 0
Book Description
In this guide, Baker combines her background in early childhood education with her experience as a youth services programming specialist to present a school readiness program that can be tailored for any public library.
Author: Stacy B. Ehrlich Publisher: Consortium on Chicago School Research ISBN: 9780989799430 Category : Education, Preschool Languages : en Pages : 64
Book Description
Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.
Author: United States. National Education Goals Panel. Goal 1 Technical Planning Group Publisher: ISBN: Category : Education Languages : en Pages : 64
Book Description
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)
Author: Yvonne Humenay Roberts
Author: Yvonne Humenay Roberts
Author: Venita Kaul
Author: Donna Hinkle
Author: 
Author: Michel Boivin
Author: 
Author: Ruth T. Gross
Author: R. Lynn Baker
Author: Stacy B. Ehrlich
Author: United States. National Education Goals Panel. Goal 1 Technical Planning Group