Effects of Georgia Pre-kindergarten on Kindergarten Achievement PDF Download

Author: Amy Snow Clark
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 116

View

Book Description

Author: Kimberly Chevelle Griffin
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 66

View

Book Description
The purpose of this quantitative study was to investigate if there was any significant difference in the reading portion of the Criteria Reference Criterion Test (CRCT) of first grade students who attend pre-kindergarten and those who didn’t in rural southwest Georgia. The study investigated the effect of pre-kindergarten achievement intervention of first grade students. Two educators gave first grade students reading instruction on the five components in a 135 minute reading block on a daily basis.The Georgia Pre-kindergarten Program was established in 1993 to provide the state’s 4-year-olds with high-quality preschool experiences. The Head Start program was developed in 1965 as a comprehensive early childhood development program designed to provide education, health, and social services to low-income children, ages 3 and 5, and their families. School Readiness is an educational issue of growing concern.

Author: Kathleen M. Galivan
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 84

View

Book Description

Author: Candace Cooper Lamon
Publisher:
ISBN:
Category : Readiness for school
Languages : en
Pages : 256

View

Book Description

Author: Patrice Monque Austin
Publisher:
ISBN:
Category :
Languages : en
Pages : 122

View

Book Description

Author: Elena Bodrova
Publisher: Taylor & Francis
ISBN: 1040005438
Category : Education
Languages : en
Pages : 283

View

Book Description
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.

Author: Shanna Elise Hodges
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60

View

Book Description
This study investigated whether kindergarten students who attended a pre-kindergarten program had higher literacy scores on the Georgia Kindergarten Assessment Program Revised (GKAP-R) than those children who did not attend a state funded program.

Author: Nancy McCall Brunson
Publisher:
ISBN:
Category :
Languages : en
Pages : 212

View

Book Description

Author: Maria Donovan Fitzpatrick
Publisher:
ISBN:
Category :
Languages : en
Pages :

View

Book Description

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309068363
Category : Education
Languages : en
Pages : 464

View

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.