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1.
A phonological awareness program was evaluated in a small-scale study using thirty eight children from three intact kindergarten classes at an American school on the outskirts of London. The average age of the children was five years four months. There was one experimental class and two control classes. The experimental class received a Danish training program of metalinguistic games and exercises. One control class used a kindergarten reading and writing program called Success in Kindergarten Reading and Writing which incorporates phonological awareness skills, but in an informal way. The other control class followed the normal kindergarten program. The results showed that the children in the experimental group and the Success in Kindergarten group had significantly greater gains in reading and spelling measures given at the end of the year. They also did better on six of the metalinguistic tests, with the experimental group showing significantly greater gains in all the tests of phoneme awareness than the other two groups. The implications of a formal versus informal phonological awareness training program are discussed. 相似文献
2.
In 2010, the province of Ontario introduced a new universal two-year play-based full-day kindergarten program. The authors exploited the phasing-in of this program over five years, allowing a natural experiment in which children from full-day kindergarten could be compared with those from half-day kindergarten in matched neighborhoods. Children (N?=?592) were followed from kindergarten to Grade 2 with direct learning and self-regulation measures. Grade 3 wide-scale achievement test scores were available for 269 of the children. Results showed lasting benefits of full-day kindergarten on children’s self-regulation, reading, writing, and number knowledge to the end of Grade 2, including some benefits for vocabulary. Full-day kindergarten children were significantly more likely to meet provincial expectations for reading in Grade 3. The study points to the benefits of a play-based full-day kindergarten program and brings evidence to bear on the mixed findings in the research literature about the fade-out effects of full-day kindergarten. 相似文献
3.
In this study, we examine whether preventive enrichment of pre-math skills has an influence on number knowledge in preschool children from low income families. Our data analyses use two methods to examine the influence of two independent programs implemented during junior kindergarten and kindergarten. The first implies the traditional approach comparing the self-selected treated group to a self-selected comparison group. The second approach uses a self-selected dosage approach to the treatment condition, considering that implementation of the program varied across teachers. The results regarding the enrichment program in kindergarten were inconclusive. Nevertheless, the pre-math program implemented in junior kindergarten showed a positive influence on children’s core requisite skills for later learning of arithmetic. Although children were receptive during both preschool years, a junior kindergarten program that elaborates upon conceptual issues beyond the number line appears both feasible and beneficial over the short-term. 相似文献
4.
Liane Kaufmann Margarete Delazer Renate Pohl Carlo Semenza Ann Dowker 《Educational Research and Evaluation》2013,19(5):405-431
The present study compared the relative effects of 2 educational programs on kindergarten children. The experimental group took part in a numeracy-specific program, which focused on conceptual knowledge. Children were taught basic numerical skills such as understanding and handling numbers and their relations as well as counting principles. The control group participated in a more general program which involved training in procedural skills. Results revealed significant learning effects in the children who participated in the numeracy program particularly for counting sequences and mental calculation. Since neither group was explicitly trained in mental calculation, our findings suggest that a learning transfer took place in the experimental group. 相似文献
5.
Alicia J. Borre Judith Bernhard Charles Bleiker Adam Winsler 《Journal of Education for Students Placed at Risk》2019,24(2):132-153
Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students’ home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who participated in the Early Authors Program (EAP) during preschool , and those for a demographically similar comparison group of 33 children who did not receive the intervention. The intervention emphasized family involvement and cultural sensitivity and involved children self-authoring books about themselves and their family. Children in the EAP program scored higher than comparison children on school readiness screeners a year or two later in kindergarten, and were more likely to be classified as “ready’ for school. EAP children also outperformed comparison children on emergent (English) literacy skills in kindergarten as measured by the DIBELS. Boys in the EAP group received higher grades in kindergarten than boys in the comparison group. The positive effects of the Early Authors Program appear to be sustained through kindergarten. 相似文献
6.
Perihan Dinç Artut 《International Journal of Educational Research》2009,48(6):370-380
The aims of this study were to investigate the effects of cooperative learning on the mathematics ability and cooperative social behaviours of kindergarten children and to evaluate teachers’ perspectives on the application of the program. One control (n = 17) and one experimental group (n = 17) were studied. In the experimental group, a curriculum based on cooperative learning method activities was used. Significant improvements in mathematics abilities were found for children in the experimental group that utilised cooperative learning. 相似文献
7.
This study examined the relationship between extra-year programs and later school achievement. Ninety-five children were identified as being either retained in kindergarten, placed in a transition classroom, recommended for an extra-year program but went into first grade, or as being in a control group of children who went from kindergarten to first grade without reservation. Results indicated that children retained in kindergarten performed significantly lower on a standardized achievement test than did children in the other three groups. Despite an extra year of schooling, children placed in transition classrooms did not differ significantly in their performance from children who were recommended for an extra year but went onto first grade and children in the control group. 相似文献
8.
Research Findings: The present study evaluated the effects of a Family Literacy program on the early English reading development of speakers of English as a first language (EL1s) and English language learners (ELLs). The study included a linguistically and culturally diverse sample of 132 kindergarten children and their parents. Families in the experimental group participated in a 9-week intervention program that was designed to promote early literacy in the home, whereas those in the control group did not receive the intervention. Both the experimental and control groups included EL1 and ELL children. Dependent variables included children's gains in alphabet knowledge, conventions of print, and meaning. Results indicated that ELL children in the experimental group made greater gains in their knowledge of the alphabet and their ability to infer meaning from print than EL1 children in the experimental group and both ELL and EL1 controls. There were no language group differences in children's gains in conventions of print. Practice or Policy: The results suggest that Family Literacy programs are associated with differential effects on the English reading development of EL1 and ELL children. Educational implications related to the development and implementation of effective Family Literacy programs for diverse communities are discussed. 相似文献
9.
Preschool improves children’s kindergarten readiness, but the cognitive outcomes of preschool enrollees and nonenrollees tend to converge partially or fully in elementary school. In older programs, most of this convergence occurs in kindergarten (Li et al., 2016), but evidence from today’s programs is sparse. Using data on 4,971 children who applied to the Boston Public School Prekindergarten program and a quasi-experimental approach, we examine convergence in kindergarten through third grade (K-3) literacy outcomes of prekindergarten enrollees and nonenrollees. Consistent with previous literature, most of the convergence in K-3 literacy outcomes occurred in kindergarten. Our findings suggest that detailed investigations into the kindergarten teaching and learning context may be particularly important for solving the widely noted preschool convergence pattern. 相似文献
10.
Ravit Cohen-Mimran Liron Reznik-Nevet Sharon Korona-Gaon 《Early Childhood Education Journal》2016,44(1):69-78
The purpose of the present study was to examine the effect of a small-group intervention based on the naturalistic approach on 220 children from 3–5 years of age. All kindergarten children received weekly sessions delivered by a SLP in collaboration with the kindergarten teacher. These sessions included various book related activities. Two intervention groups were identified: children from middle SES neighborhoods and children from low SES neighborhoods. A control group was matched to the first group and included children from middle SES neighborhoods. Children participating in the program were pre and post tested using three language tests in order to assess basic language skills. The main finding was that children in the intervention groups showed significantly greater gains from pre- to post-test relative to children in the comparison group. The program benefited children from different SES environments. The greatest progress was in the area of vocabulary. In sum, the combination of small group setting and age-appropriate interactive activities served to provide language promoting opportunities for these children. 相似文献
11.
The purpose of this study is to compare and evaluate the effectiveness of computer assisted teaching of geometry shapes and an interactionist approach to teaching geometry in kindergarten versus other more traditional teaching methods. Our research compares the improvement of the children’s geometrical competence using two teaching approaches. The first one employs our ICT oriented learning method specifically targeting Realistic Mathematics Education (RME) and the van Hiele model for geometry shapes. The second method is based on the interactionist approach of teaching children in kindergarten. The sample consisted of 139 Greek kindergarten children from Crete. We conducted interventions based on the above two methods, in two experimental groups. The first experimental group consisted of 50 children who were taught geometry shapes according to the principles of Realistic Mathematics Education with the use of appropriate educational software. The second experimental group consisted of 45 children who were taught about geometry shapes with an interactionist approach without the use of computers. The control group consisted of 44 children and was taught about geometry shapes following the ways teachers chose to put the basic pedagogical principles of Curriculum for kindergarten into practice without the use of ICT. Children in all groups were pre-tested and post-tested for their geometry performance. The results showed that the teaching approaches of our interventions, the one with the additional use of ICT and the interactionist one, contribute significantly more to the development of kindergarten children’s geometry competence as compared to other traditional methods. 相似文献
12.
A small-scale, longitudinal, phonological awareness training study with inner-city kindergarten children was conducted in
four classrooms. The central goals of the study were the creation and evaluation of a phonological awareness training program
and a preliminary look at the consequence of that training on basic phonological processes.
Assessment of phonological awareness and basic phonological processes was carried out in the fall of the kindergarten year,
and again in the spring following an 18 week training program which incorporated both auditory and articulatory techniques
for fostering metaphonological development. Follow-up evaluation of promotion to first grade and of reading achievement took
place a year later. The children in the two experimental classes receiving training had significantly greater gains in phonological
awareness at the end of kindergarten, were significantly more likely to be promoted to first grade rather than to pre-one,
and had a trend toward better reading skills in first grade than did the smaller group of children promoted to first grade
from the control classes. In addition, there were some indications that development of phonological awareness was accompanied
by changes in the underlying phonological system as well. Here we focus on the rationale and implementation of our training
program and discuss the implications of the findings for a potential large-scale study. 相似文献
13.
Research Findings: This study used data from a national sample to examine differences in school outcomes at the end of kindergarten between Head Start children who attended full-day and half-day programs. Propensity scores were used to match children who experienced different intensities of the program on a series of demographic characteristics in order to achieve a more unbiased estimation of the intensity effect. Analyses were performed on 2 different age cohorts: 3-year-olds who enrolled in the program for 2 years and 4-year-olds who enrolled in the program for 1 year. The results showed that in comparison to a demographically comparable group of children who attended the Head Start half-day program, children who experienced the more intensive full-day program showed no significant differences on any of the 5 academic and social outcome measures examined. Practice or Policy: Policy and practice implications, as well as future research ideas, are discussed within this context. 相似文献
14.
This randomized trial tested the efficacy of an intensive, four-week summer program designed to enhance low-income children's transition to kindergarten (n's = 60 program children, 40 controls). Administered in four public schools, the program focused on social competence, pre-literacy and pre-numeracy skills, school routines, and parental involvement. Hierarchical linear modeling indicated that the program significantly improved teachers' ratings of (a) the transition to the social aspect of kindergarten for girls (but not boys); and (b) the transition to kindergarten routines for the subgroup of children who had the same teacher for kindergarten as for the summer program. Findings are discussed in terms of practices and policies for supporting children's transition to school. 相似文献
15.
Susan J. Britsch 《Early Childhood Education Journal》2001,28(3):153-159
This article shows how links between science and literacy offer kindergarten children the opportunity to create and express their individual understandings about environmental change through emergent environmental literacy. This article reports on one of the science experiences in a kindergarten classroom in which the children explored the phenomenon of environmental change. The kindergarten science program can help children learn how scientists look at the world; young children can express these concepts through nonnarrative compositions. The article concludes with suggestions for teaching practice in the kindergarten science program. 相似文献
16.
《Early childhood research quarterly》1995,10(1):1-31
This study investigated the effects of the federally funded Child Parent Center preschool program on several cognitive and social outcomes through sixth grade. Seven hundred fifty-seven low-income Black children in the inner city enrolled in 1 or 2 years of a Head Start-type program at age 3 or 4. One hundred thirty Black children from similar neighborhoods entered the centers in kindergarten and served as a no-preschool comparison group. Results indicated that while 2-year participants began and ended kindergarten more academically competent than 1-year participants, through the elementary grades these children did not significantly or meaningfully differ from one another in reading comprehension, mathematics achievement, teacher ratings of social adjustment, rates of grade retention and special education placement, and teacher-rated parental school involvement. The overall effect size for Grades 1 to 6 was .15 standard deviations and values consistently favored the 2-year group. Both 1- and 2-year preschool participants were consistently and significantly better adjusted than no-preschool participants. The mean effect size of 1 or 2 years of preschool participation from Grades 1 to 6 across all outcomes was .34 standard deviations. Given limited enrollment and funding, findings lend support to enrolling as many children as possible in 1 year of quality Head Start-type programs. If the level of funding is not a major consideration or if the main criterion of success is school readiness at kindergarten entry, 2 years is preferable to 1 year. 相似文献
17.
Stamatios Papadakis Michail Kalogiannakis Nicholas Zaranis 《Early Childhood Education Journal》2017,45(3):369-378
The present study investigates and compares the influence of teaching Realistic Mathematics on the development of mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in the experimental group were taught Realistic Mathematics according to the principles of Realistic Mathematics Education. The control group was taught mathematics following the basic pedagogical principles of curriculum for kindergarten students. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The results showed that the teaching technique with the use of Realistic Mathematic Education contributed significantly to the development of mathematical competence of young children. Moreover, factors such as gender, age and nonverbal cognitive ability, did not seem to differentiate the development of mathematical competence of children. 相似文献
18.
One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and in Grade 3. The results indicated that in kindergarten, the ESL group had significantly lower scores on phonological processing, syntactic awareness, spelling, and memory for sentences tasks. However, in Grade 3, the ESL group performed in a similar way to the L1 group except on the syntactic awareness task. The combination of the two kindergarten measures, memory for sentences and Oral Cloze, and the combination of phonological processing and letter identification all contributed equally to predicting the L1 students' word-reading skills. However, for ESL students, letter identification and phonological processing made much larger contributions to predicting Grade 3 reading ability. Another goal of this study was to assess the procedures used to identify reading disability in the ESL and L1 student sample. Performance on two measures—letter identification and phonological awareness in kindergarten—predicted whether students would be classified in Grade 3 as at risk or having typical reading development for the ESL and L1 groups. The ESL children developed strong reading skills, and their status as ESL speakers did not put them at risk for reading difficulties in Grade 3. ESL students were not at any particular risk for reading difficulties after 4 years in Canadian schooling with an adequate balanced literacy program. 相似文献
19.
Dr. Mac H. Brown Pamela S. Cromer Assistant Superintendent for Instruction Sylvia H. Weinberg Principal 《Early childhood research quarterly》1986,1(4)
Repetitive shared book experiences provided by public school kindergarten staff were used to improve literacy competence and preparation for formal first-grade reading instruction. The entire 1983–1984 kindergarten population (N = 228) of a rural, racially mixed, southeastern school district in South Carolina received eight shared reading experiences for each of three classic children's books. The shared book experience is defined as the situation in which a group of two or three children sit close enough to an adult to see the print as a book is read. Readings were provided by teachers, teacher aides, school volunteers, older students, and audiotapes. The children were individually administered the South Carolina State Department of Education's mandated Cognitive Skills Assessment Battery (Boehm & Slater, 1974) during the first 3 weeks of first grade. The control group, composed of the 1982–1983 kindergarten population (N = 269), had 73% of its children at or above the state cutoff for first-grade readiness, and the experimental group had 83% at or above the cutoff. (T = 22.2, p < .01). In addition, the school district staff reported a 10% increase in the number of children being placed in “top” reading groups. Repetitive, personal shared book experiences were found to enhance literacy awareness and competence, to improve preparation for formal first grade, and to broaden children's literacy interests. 相似文献
20.
ABSTRACTUsing nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States. 相似文献