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1.
This study used a short-term longitudinal design to examine the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families. Teachers completed standardized measures of children's effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children's effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children's effortful control primarily account for variation in children's academic adjustment. The associations between children's effortful control and academic adjustment do not vary across the sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness through children's internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed.  相似文献   

2.
Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how nativity status (generation), race/ethnicity, and national origins might be related to children's preparedness for kindergarten. The Learning Accomplishment Profile–Diagnostic (LAP-D) was used to measure cognitive and language skills, while teacher-report on the Devereux Early Childhood Assessment (DECA) measured socio-emotional protective factors and behavior concerns. Results demonstrate that variation does exist in school readiness according to nativity-based factors. First- and second-generation immigrants lagged behind children in non-immigrant families in cognitive and language skills but excelled by comparison in socio-emotional skills and behavior. In many cases, first-generation immigrant children showed more advanced development than second-generation immigrant children, providing some evidence in the early years for an immigrant advantage. The present study raises awareness regarding some of the strengths immigrant children demonstrate from a very young age—strengths that can be built upon to encourage their later success and academic achievement.  相似文献   

3.
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   

4.
The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children’s adjustment to kindergarten. In particular, children growing up in families from urban, low-income African American backgrounds are at heighted risk for negative academic, cognitive, and socio-emotional outcomes as they transition to kindergarten. Relatively little inductive research exists on the kindergarten transition of this population and how families from urban, low-income African backgrounds positively support their children’s kindergarten adjustment. However, researchers using qualitative methods are increasingly examining the first-hand experiences of families from urban, low-income African American backgrounds to better understand family beliefs and practices that promote children’s successful kindergarten transition. Contributing to this gap in the literature, we utilized qualitative interviews informed by resilience theory to explore how 20 mothers from urban, low-income African American backgrounds facilitated their Head Start preschoolers’ transition to kindergarten. We found that, despite possessing parental/family risk factors associated with ineffective kindergarten transitions, mothers monitored and assessed their children’s academic and socio-emotional school readiness abilities, promoting readiness competencies while addressing readiness weaknesses. One of the ways that mothers supported children’s transition readiness was through one-on-one conversations with preschoolers. Our findings provide recommendations for effective home–school collaborations that support children’s successful kindergarten transition. Collaborating with engaged and motivated parents, Head Start can assist families and children prior to kindergarten and continue to serve as a link between families and children and elementary schools.  相似文献   

5.
Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children’s school readiness (i.e., academic skills, social-emotional skills, and physical health) in kindergarten, a foundational year for establishing children’s academic trajectories. Analyses revealed that higher levels of routines in preschool were associated with greater declines in teacher-reported conduct problems and hyperactive/inattentive behavior and greater gains in prosocial behaviors from preschool to kindergarten. Higher routines also predicted greater gains in both reading and mathematics scores as well as greater improvements in physical health. Telling stories appears to be the most salient routine for children’s social-emotional outcomes, whereas bedtime routines most strongly predicts differences in children’s academic skills and health outcomes. Practice or Policy: The results suggest that family routines may be an important tool for preparing and supporting children and parents for the kindergarten transition even before school entry.  相似文献   

6.
The current study examined the role of preschoolers’ motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at age 3; children’s academic skills were assessed at kindergarten. Results indicated that preschooler’s persistence was related to their academic skills two years later over and above demographic factors and early cognitive-linguistic skills. The findings are discussed in terms of the importance of early childhood motivation for later school achievement.  相似文献   

7.
This study examined the development of emerging self-regulation (SR) skills across the preschool years and relations to academic achievement in kindergarten and first grade. SR skills of 403 low-income African American and Latino children were measured at 2&1/2, 3&1/2, and 5 years (kindergarten). Reading and math skills were measured at 5 and 6 years (first grade) using the Woodcock–Johnson. Transactional relations between SR skills and achievement outcomes were estimated with latent difference score models. Increases in set shifting predicted prospective increases in reading, but not math scores. Increases in simple response inhibition predicted prospective increases in math, but not reading scores. Application of these findings to early intervention programming and needed supports for school readiness and achievement are discussed.  相似文献   

8.
Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten. Family concerns surrounding children’s transition were explored in 132 students (n = 29 special education; n = 103 general education) preparing to enter kindergarten. Caregivers responded to a survey on family experiences and involvement in transition and reported on the degree to which they were concerned about kindergarten transition. Caregivers of special education students reported significantly more concerns surrounding their child’s behavior, communication, academic readiness, and overall readiness for kindergarten than did caregivers of general education students. Implications for supporting children and families during transition are discussed.  相似文献   

9.
Research Findings: The objective of this study was to examine the student–teacher relationship as a potential moderator of the link between executive functioning (EF) and children’s early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children (75.54% boys, M age = 5.01 years, 84.94% Hispanic/Latino) with at-risk or clinically elevated levels of EBP. The student–teacher relationship was assessed using the Student–Teacher Relationship Scale. School readiness data were composed of standardized achievement test scores and teacher reports of kindergarten readiness. EF was measured via parent and teacher reports along with standardized measures of EF, including the Head–Toes–Knees–Shoulders task and 4 standardized subtests from the Automated Working Memory Assessment. Poorer student–teacher relationship quality was predictive of lower teacher-reported kindergarten readiness and higher academic impairment. Main effects were qualified by an interaction between EF and student–teacher relationship quality such that worse EF (parent/teacher reports and standardized performance) was only associated with lower teacher-rated kindergarten readiness for children with poorer student–teacher relationship quality. Practice or Policy: EF appears to be an important predictor of school readiness for preschool children with EBP, particularly for children experiencing poorer student–teacher relationships.  相似文献   

10.
This article describes kindergarten from the perspective of the whole child. Specifically, it reviews current research on best practices to improve children’s math and language arts competencies, memory skills, and the role of kindergarten in beginning science. It also describes the social experiences children have in kindergarten with respect to their academic success. Similarly, it reviews the impact of emotional competence on school success. This article then reviews research describing three major influences on children’s kindergarten adaptation and success (i.e., transition, parental involvement, retention). The article concludes with a discussion of full-day kindergarten programs and their potential for improving the chances of all kindergarten children, especially low-income and ethnic minority children, for success in school.  相似文献   

11.
This study investigated the extent to which learning readiness, prior‐to‐school experiences, and child and family characteristics influence children’s literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their first year of primary school. At the start of school, parents provided information on children’s prior‐to‐school experiences and their preparedness for school; teachers provided ratings of children’s self‐directedness and cooperative participation; and children’s cognitive ability was assessed using the Peabody Picture Vocabulary Test – III. Classroom quality was observed and rated mid‐year. Children’s literacy and numeracy achievement was assessed at the end of the school year, using the Who Am I? (WAI?). Regression analyses indicated that WAI? scores were predicted by child age, gender, cognitive ability and teacher‐rated learning readiness at the start of school. Discussion focuses on the importance of the ‘ready child’ for early academic success.  相似文献   

12.
This study examined the association between preschool children’s social-interpersonal skills and their transition to school in the beginning months of kindergarten. One hundred and thirty-three preschool children participated in this study. During the spring of the pre-kindergarten year, children’s social-interpersonal skills were assessed as well as rated by teachers. In the follow-up year, parents/guardians and teachers reported on children’s adjustment to kindergarten. The results of this study found no association between parents’/guardians’ and teachers’ reports of children’s adjustment and readiness in kindergarten. Children’s social-interpersonal skills were negatively associated with teachers’ reports of children’s kindergarten readiness difficulties. The findings of this study indicate that children’s early social skills, developed prior to entering kindergarten, are important for children’s readiness for school.  相似文献   

13.
Increasing evidence suggests that aspects of children’s learning-related social skills (including interpersonal skills and work-related skills) contribute to early school performance. The present investigation examined the association of work-related skills to academic outcomes at the beginning of kindergarten and at the end of second grade as well as characteristics of children with low work-related skills. Children were selected from a sample of 540 children based on low work-related skills scores on the Cooper-Farran Behavioral Rating Scales, a teacher-rated scale. Results indicated that work-related skills predicted unique variance in academic outcomes at school entry and at the end of second grade, after controlling for kindergarten academic score and important background variables. In addition, children with poor work-related skills (n = 82) were found to differ from the overall sample on a number of child, family, and sociocultural variables including: significantly lower IQs, more behavior difficulties, and more medical problems, such as hearing and language problems. Finally, children with low work-related skills scored lower on academic outcomes at the beginning of kindergarten and at the end of second grade. Findings highlight the importance of early work-related skills in understanding successful school transition and early academic achievement.  相似文献   

14.
At-risk families’ control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a school transition sample composed of children entering elementary school (N = 344), parental control styles were related to children's academic readiness modestly but significantly in the preschool sample and weakly in the school transition sample. Children's social skills and mastery motivation skills (persistence and goal orientation) were significantly related to the academic measures of school readiness, and fully mediated the association between parents’ use of coercive behavioral control and academic readiness. Such mediation could not be tested for parental support of children's autonomy. The results indicate that a developmental cascade exists between parental control strategies and academic indices of school readiness, emphasizing the importance of family context models of school readiness. Furthermore, strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs.  相似文献   

15.
Objective. African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child care environments during early childhood, child language and social skills at entry to kindergarten, and school characteristics. Results. Children exposed to multiple risks in early childhood showed lower levels of academic and social-emotional skills from kindergarten through third grade. Parenting mediated the association with risk. Children's language skills, parenting, and child care quality serve as protective factors in acquisition of mathematics skills and reduction in problem behaviors during the first 4 years of primary school for African American children facing multiple risks. Attending a school with a higher proportion of children from low-income families might predict increasing numbers of problem behaviors over time. Conclusions. Exposure to social risk in early childhood negatively predicted academic achievement and adjustment during early elementary school for African American children, in part through associations between exposure to social risk and less responsive and stimulating parenting. Furthermore, the negative associations between risk and academic outcomes were substantially weaker when children had more responsive and sensitive parents or child care providers or entered school with stronger language skills.  相似文献   

16.
Research Findings. The present study examined patterns of longitudinal associations between inhibitory control (IC) and early academic skills during the preschool and kindergarten years. Using data from the Head Start Family and Child Experiences Survey Cohort 2009 (FACES 2009) (N = 939), a national data set of predominantly low-income children attending Head Start, two models were compared: (1) a lagged path model predicting subsequent academic skills based on prior IC skills and (2) a cross-lagged path model predicting reciprocal associations between IC and academic skills. Our results showed a better model fit for the cross-lagged path model with bidirectional associations. Prior IC predicted subsequent early reading and math skills during the preschool and kindergarten years; simultaneously, prior early math skills, but not reading skills, predicted subsequent IC. The reciprocal associations between IC and early math were consistently identified for multiple groups of children, regardless of their gender or home-language use (i.e., monolingual versus dual language learners). Practice or Policy. This study showcases group-general patterns of reciprocal relationships between IC and early math. The findings suggest that stimulation of both skills could lead to stronger skill sets and successful school outcomes. Early education and intervention programs may provide integrated developmental opportunities of IC and academic skills for successful school readiness.  相似文献   

17.
This study used the FACES 2009 dataset to examine the possibility of an indirect effect of classroom quality on academic school readiness through teacher-rated approaches to learning in a large nationally representative sample of children served by Head Start. Research indings: Classroom quality did not directly predict gains in academic school readiness across the Head Start school year (β = -0.009, p = .844). However, classroom quality did predict gains in teacher-rated approaches to learning (β = 0.151, p = .040), which in turn predicted gains in academic school readiness (β = 0.105, p < .001), and there was a significant indirect effect of classroom quality on academic school readiness through approaches to learning (β = 0.016, p = .049). Although associations were generally small, this pattern of results suggests that approaches to learning may facilitate the relationships between classroom quality and academic school readiness. Practice or Policy: Educators should make targeted efforts to boost children’s approaches to learning as it may represent an important lever for academic success. In a society increasingly focused on high-stakes testing, we must not lose sight of the importance of domain-general skills that can help children achieve school and life success.  相似文献   

18.
采用入学准备测评工具SRTB-CV,对170名大班儿童进行测试,结果表明,流动儿童在行为帮助、精细运动、感觉运动和大运动技能发展方面优于本地儿童,但在学习方式、认知发展、言语发展,以及情绪与社会性发展领域显著落后于本地儿童。因此,流动儿童家长、社区教育、幼儿园等必须多方面促进流动儿童入学准备;政府应实施针对流动儿童的补偿性学前教育,改善流动儿童早期教育的条件。  相似文献   

19.
Research Findings: National policy today is on the brink of defining preschool experiences as essential for children’s academic success. Indeed, many children’s classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful control, social engagement, and language abilities) and tested their organization in a latent factor model of skills hypothesized to promote classroom adaptation. Assessments of low-income children interacting with a parent and examiner from the Early Head Start Research and Evaluation Project were utilized (n = 1,814). The data included observations of mother–child interactions during semistructured activities at home and child behavior assessments. Results indicated that the interrelated structure of children’s skills was best defined in a 2-factor, latent variable model: effortful control and social communication. These learning skills were related to but separate from general cognitive ability. Practice or Policy: Home-visiting programs for infants and toddlers are expected to promote children’s school readiness, yet little research has focused on the skills that facilitate children’s transition to the large-group learning environment at age 3. Implications of this model for early prevention efforts and early childhood teacher training to promote children’s readiness for group-based learning are discussed.  相似文献   

20.
Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children.  相似文献   

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