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1.
Research Findings: This study investigated relations among preschool teachers' (n = 75) sense of community, classroom language and literacy instructional quality, and children's (n = 398) gains in vocabulary and print concept knowledge during an academic year. Hierarchical linear modeling (HLM) results indicated that teachers' language and literacy instructional quality significantly predicted children's gains in print concept knowledge. Also, HLM results revealed significant interactions among teachers' sense of community, language and literacy instructional quality, and vocabulary and print concept knowledge gains. Higher levels of teachers' sense of community were associated with greater gains in children's vocabulary and print concept knowledge when children were in classrooms with higher quality language and literacy instruction. Practice or Policy: Findings underscore the importance of evaluating both language and literacy instructional quality and teachers' sense of community when considering high-quality preschool education.  相似文献   

2.
This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains.  相似文献   

3.
The current study examines the nature and variability of parents’ aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent–child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers’ writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.  相似文献   

4.
Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of training focused upon early vocabulary development. Children's vocabulary skills were assessed in the fall and spring of the school year. In spring, teachers read a storybook to their classroom, and teachers’ and children's remarks about theme-related vocabulary during the reading—including contextualized and decontextualized statements as well as verbatim repetitions of one another's statements—were coded. Practice or Policy: Results of multilevel models showed that more frequent references to thematic vocabulary by teachers were linked to stronger child vocabulary development. Although children's vocabulary references were not uniquely predictive of vocabulary learning, teachers’ repetition of children's remarks contributed to children's vocabulary gains.  相似文献   

5.
Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children's social functioning, social skills and problem behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement. Additionally, we investigated whether the meditational processes differed for boys and girls. We expected that better self-regulation would help children to interact well with others (social skills) and minimize impulsive or aggressive (problem) behaviors. Positive interactions with others and few problem behaviors were expected to relate to gains in achievement as learning takes place within a social context. Preschool-aged children (n = 118) were tested with direct measures of self-regulation, literacy, and math. Teachers reported on children's social skills and problem behaviors. Using a structural equation modeling approach (SEM) for mediation analysis, social skills and problem behaviors were found to mediate the relationship between self-regulation and growth in literacy across the preschool year, but not math. Findings suggest that the mediational process was similar for boys and girls. These findings indicate that a child's social skills and problem behaviors are part of the mechanism through which behavioral self-regulation affects growth in literacy. Self-regulation may be important not just because of the way that it relates directly to academic achievement but also because of the ways in which it promotes or inhibits children's interactions with others.  相似文献   

6.
Differences in literacy growth over the summer versus the school year were examined to isolate how schooling affects children's literacy development from preschool through second grade across four literacy skills. Children (n = 383) were tested individually twice each year for up to 4 years on measures of phonological awareness, decoding, reading comprehension, and vocabulary. Growth curve analyses indicated that schooling effects were greatest for decoding skills and reading comprehension, were medium in size for phonological awareness, and were less evident for vocabulary. Except for vocabulary, relatively small amounts of growth were observed for preschoolers, followed by a period of rapid growth for kindergarteners and first graders, which slowed again for second graders. Findings demonstrate the differential effect of schooling on four separate literacy skills during the crucial school transition period.  相似文献   

7.
Research Findings: Behavior regulation, including paying attention, remembering instructions, and controlling action, contributes to children's successful adaptation to and functioning in preschool and school settings. This study examined the development of behavior regulation in early childhood and its potential contribution to individual differences in children's early knowledge (mathematics and vocabulary). Sixty German preschool children were administered a direct observational measure of behavior regulation, the Head-to-Toes Task, and a standardized test to assess early mathematics and vocabulary. Results revealed significant gains in behavior regulation between of 3 and 4 years of age. Moreover, early gender differences were found, with girls outperforming boys at age 4. Behavior regulation was significantly related to performance on the academic tasks, but the pathways to math and vocabulary knowledge differed. Practice or Policy: Discussion focuses on the role of behavior regulation in early academic achievement.  相似文献   

8.
Children's literacy skills are an important predictor of success in the early elementary grades. Education programs for at-risk preschool students target children's acquisition of specific literacy skills, including knowledge of letters of the alphabet, in preparing children for early school success. Writing has been proposed as a complementary approach to other instructional strategies for teaching young children about letters. This study examines relations among preschool children's early writing competence, knowledge of letter names, sensitivity to initial sounds in words and understanding of print concepts in a sample of low-income children enrolled in Head Start. Data were collected from the beginning to the end of the school year, which offered the opportunity to examine concurrent development of these early literacy skills. Results revealed that children whose writing was more sophisticated knew the names of more letters, understood more about print concepts and were more sensitive to initial sounds of words. There was evidence of bidirectional influences of writing on growth in letter knowledge, and of letter knowledge on growth in writing competence.  相似文献   

9.
Research Findings: This observational study of preschoolers (N = 140) in their classrooms (N = 41) examined variation in teacher orienting (defined as explanations and demonstrations about the procedures and rationale behind activities, including center projects, to the whole group or to individual children) and associations between orienting and children's academic and self-regulation skills. Orienting to individual children rarely occurred, but significant variation between classrooms in whole-group orienting was present. Children who experienced higher amounts of whole-group orienting had higher scores on general knowledge, mathematics, emergent literacy, and self-regulation in the spring when we controlled for child- and classroom-level background variables, including children's fall pretest scores, teacher education, and experience. For expressive vocabulary, greater exposure to orienting predicted higher spring vocabulary for younger but not older preschoolers. Practice or Policy: The results indicate the importance of reducing classroom disparities in children's preschool experience and suggest that more attention should be paid to teachers' efforts to explain upcoming activities in whole-group settings. Finally, the interaction between orienting and child age for vocabulary suggests the need to consider both child characteristics and aspects of the context to identify the optimal preschool experiences for individual children.  相似文献   

10.
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62 children who entered and remained in the same school district were followed from kindergarten through 2nd grade. The results indicate that both the DLLs and monolingual English speakers in the study showed similar developmental trajectories on receptive vocabulary, story recall, decoding, and letter and word identification from preschool through the 2nd grade. Furthermore, at the end of 2nd grade, the 2 groups' vocabulary, story recall, reading fluency, decoding, and letter and word identification performances were similar and within the normal range for children their age. Practice or Policy: The study's findings suggest that a strong preschool language and literacy program can reduce the English language gap between DLLs and monolingual English speakers from low-income families.  相似文献   

11.
Emergent literacy research has demonstrated that children begin constructing notions of literacy during the preschool years and that early experiences support children's literacy growth. Given that parents may have valuable insight into their preschool children's literacy development, we examined the hypothesis that parental reports from the preschool years could be good predictors of early literacy development once their children enter school. Drawing on data from a longitudinal study of literacy development among low-income children, we correlate reports prepared by parents when their children were three and four years old with the children's subsequent performance on individually administered tests in kindergarten and grade one and grade one teachers' evaluations of children. Correlational analyses reveal significant correlations between parental reports and grade one teacher reports and assessments. Regression models reveal that parental reports account for about a quarter of the variance in kindergarten tests and grade one teacher assessments and over a third of the variance in a decoding assessment given near the end of first grade.  相似文献   

12.
The development of phonological awareness (PA) before school age was modeled in association with the development of vocabulary and letter knowledge, home literacy environment (HLE), children's reading interest, and beginning reading skill in children with and without familial risk of dyslexia. A total of 186 children were followed from birth to the age of 6.5 years. Of these children, about half had a familial background of reading difficulties (the at-risk group), and the other half came from families without such background (the control group). The data from several measures and assessment time points were analyzed within an SEM framework, and a latent analysis of growth curves was employed. Vocabulary and letter knowledge were found to predict PA development, and vice versa, PA predicted them. The effect of HLE on PA was mediated by vocabulary skills, and of the HLE variables, the only variable predicting vocabulary development was shared reading. In spite of the difference in level, favoring the controls, the pattern of effects of vocabulary and letter knowledge on PA development was highly similar in children with and without familial risk for dyslexia. However, in the at-risk group, the HLE variables and children's reading interest had stronger associations with each other and with skill development than in the control group, and vocabulary predicted parental reports on children's reading interest in the at-risk group only.  相似文献   

13.
Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project, The Miami School Readiness Project, children receiving subsidies to attend center-based childcare (n = 1478), children attending free Title 1 public school pre-k programs (n = 1611), and children attending fee-supported public school pre-k programs (n = 749) were individually assessed at the beginning and end of their pre-kindergarten year in the areas of cognitive, language, and fine motor development. Parents and teachers reported on children's socio-emotional strengths and behavior concerns. Findings revealed that although children from all types of programs made considerable school readiness gains in most areas in terms of their national relative standing, children attending public school pre-k programs typically made somewhat greater gains in the areas of cognitive and language development. Results suggest that center-based childcare programs in the community may be beneficial for fostering school readiness within ethnically diverse children in poverty, and that public school pre-kindergarten programs may show even greater gains in some areas. Policy implications are discussed.  相似文献   

14.
This study used an observational measure to examine how individual children's engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed, and direct assessments and teacher reports of self-regulation were obtained in the fall and spring of the preschool year. Research Findings: Children's positive engagement with teachers was related to gains in compliance/executive function, and children's active engagement with tasks was associated with gains in emotion regulation across the year. Engaging positively with teachers or peers was especially supportive of children's gains in task orientation and reductions in dysregulation. Practice or Policy: Results are discussed in relation to Vygotsky's developmental theory, emphasizing that psychological processes are developed in the context of socially embedded interactions. Systematically observing how a child interacts with peers, teachers, and learning tasks in the preschool classroom has the potential to inform the creation of professional development aimed at supporting teachers in fostering individual children's development within the early education environment.  相似文献   

15.
Research on the effects of preschool dosage on children's early academic functioning has been limited despite the substantial policy implications of such work. The present study adds to a growing literature on this topic by examining how the number of years enrolled in an enhanced preschool program impacts the school readiness of primarily low-income children at kindergarten. Multi-level modeling was used to account for nesting of children within classrooms. To control for potential selection bias since children were not randomly assigned to receive one or two years of preschool, propensity score one-to-one matching was used to create the two participant groups. Receiving a second year of preschool led to significant improvements in children's early literacy and numeracy skills. Implications of these results for preschool interventions are discussed.  相似文献   

16.
Research Findings: This study examined the heterogeneity in Spanish-speaking children's (N = 117; M age = 53 months; SD = 5 months; 57% boys) vocabulary and letter-word skills in English and Spanish after one year of preschool and the extent to which early self-regulation abilities (i.e., executive function and effortful control) were associated with that variability. Data were gathered via teacher and parent surveys and standardized assessments. Three distinct profiles of Spanish-speaking preschoolers were identified using cluster analysis. One group exhibited high levels of Spanish and English vocabulary and letter-word skills (a.k.a. high-balanced bilinguals). The other two groups exhibited predominantly Spanish or English vocabulary and letter-word skills (a.k.a. Spanish- or English-dominant). Multinomial logistic regression analyses (controlling for children's nonverbal cognitive ability) revealed that effortful control skills enhanced children's probability of being classified as high-balanced bilinguals versus Spanish-dominant; however, this was evident only for the children whose parents reported speaking exclusively Spanish at home. Executive function abilities appeared to be unrelated to preschoolers' bilingual classification, and thus their English vocabulary and letter-word skills. Practice or Policy: The findings have implications for early education programs working to increase the school readiness of Spanish-speaking children by highlighting the key role that effortful control may play in supporting their learning of English skills, particularly for those whose parents speak exclusively Spanish at home.  相似文献   

17.
Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short‐term positive effect of a preschool classroom‐based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill, auditory comprehension and reading comprehension of 54 6–7‐year‐old Australian children who attended school in a low‐socioeconomic area were measured. Children's PA abilities were also assessed and are reported elsewhere. There were no significant differences between children who had received intervention in preschool and those who had not, with the entire cohort performing below the average range of the general population. The findings indicated that while generating short‐term positive effects, intervention in preschool did not enhance socially disadvantaged children's language and literacy achievement in the long term.  相似文献   

18.
The present study sought to examine whether preschool children's emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children's achievement test scores. Children's emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school).  相似文献   

19.
This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program—the Chicago School Readiness Project (CSRP)—may contribute to low-income children's long-term outcomes (N = 466; Mage at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills.  相似文献   

20.
Children's ability to monitor subjective feelings of uncertainty (i.e., engage in uncertainty monitoring) is a central metacognitive skill. In the current study, we examined the development of uncertainty monitoring as well as its relations with vocabulary and executive function development in children (N = 137, 52% female) from predominately White and Latinx/Hispanic backgrounds when they were 4–6 years old and enrolled in a Head Start preschool and kindergarten between 2018 and 2019. We found that children's uncertainty monitoring improved during the kindergarten year. Children's executive function and vocabulary in preschool and vocabulary growth from preschool to kindergarten predicted uncertainty monitoring at the end of kindergarten, which sheds new light on potential mechanisms supporting children's metacognitive development.  相似文献   

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