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1.
Research Findings: This study investigated the relationship between family socioeconomic status (SES) and children’s early attainment, and the roles of preschool attendance and executive function (EF) in this association. Participants were 3,331 children (1,584 girls) ranging in age from 36 to 71 months from Cambodia, Mongolia, and Vanuatu. Children’s language, literacy, and mathematics attainment and EF were assessed using the East Asia-Pacific Early Child Development Scales. Mothers reported on family demographics and children’s preschool experience. Results indicated significant associations between SES and academic attainment in all three countries. Further analysis showed that preschool attendance and EF were significant mediators of SES- related disparities in attainment, but differed by country. Both served as parallel and sequential mediators in the associations between SES and performance in language, literacy, and mathematics in Mongolia. However, only preschool attendance mediated the association of SES with literacy attainment in Cambodia, and only EF mediated that with children’s mathematics and language performance in Vanuatu. Although SES is substantially related with early achievement in these developing countries, our findings indicate that preschool attendance and EF may attenuate this relationship. Practice or Policy: Implications for the provision of early childhood education programs and public policy are discussed.  相似文献   

2.
Young-for-grade students have been shown to receive lower grades and have a higher likelihood of retention compared to their oldest peers upon kindergarten entry. Our study of 1474 economically disadvantaged first-time kindergarteners investigates if preschool attendance may ameliorate some of the risks potentially associated with being young-for-grade. Using the state-mandated age cutoff date, we establish four groups of students based on age (oldest/youngest in the cohort) and preschool experience (attended preschool/did not attend preschool) and use multilevel linear and logistic regression models in analyzing early literacy scores as well as the likelihood of being retained. Our findings show that while preschool attendance is associated with higher emergent literacy performance, young students still experience higher retention risks compared to their older peers, regardless of preschool attendance and controlling for end-of-year literacy scores.  相似文献   

3.
ABSTRACT

Preschool attendance problems negatively impact children's school readiness skills and future school attendance. Parents are critical to preschoolers’ attendance. This study explored parental barriers and solutions to preschool attendance in low-income families. School-district administrative data from a racially/ethnically diverse sample of parents with children attending the district's half-day preschool program were obtained (N = 111). Subsamples of parents participated in a phone interview and follow-up, in-person interview. Parents valued early learning and preschool. Children missed school due to illness, problems with child care, transportation, and family life. Differences in attendance rates appeared by school, family demographics, and race/ethnicity. African-Americans and Hispanics experienced more barriers than Whites and Asians, and were more likely to miss school because of illness and medical appointments. Hispanics were more likely to miss for vacation. Parents noted a lack of social connection with other parents in the school/neighborhood, making seeking help to resolve attendance barriers difficult.  相似文献   

4.
The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers.  相似文献   

5.
Although preschool has been shown to improve children's school readiness in many developing countries, preschool attendance in poor rural areas of China is still low. The high cost of preschool is often regarded as a major barrier to attendance. In this paper, we evaluate the impact of a one-year voucher/CCT intervention on preschool attendance and school readiness. To do so, we conducted a randomized controlled trial among 150 young children in a poor, rural county in China. Our analysis shows that the intervention, consisting of a tuition waiver and a cash transfer conditional on attendance, raised attendance by 20 percentage points (or by 35%). However, the intervention did not have measurable impact on children's school readiness. We believe that poor quality of preschool education in rural China (in terms of both teaching and facilities) contributes to our findings.  相似文献   

6.
The postsecondary education and work status of 46 rubella deaf young adults was described and evaluated as an outcome of ethnicity, socioeconomic status, preschool attendance, early parent involvement, and degree of prior mainstreaming. With regard to postsecondary education attendance, 24 had two or more years, 11 had one year or less, and 11 had none. At time of interview, 19 were still attending school, 22 were working and five were neither working nor attending an educational program. Ethnic minority young adults were underrepresented in the group with two or more years of postsecondary education, and overrepresented in the group neither working nor in school at time of interview. Prior mainstreaming was a determinant of postsecondary education attendance over and above the effects of demographic and background characteristics. Implications of these findings are discussed.  相似文献   

7.
As supervisors of preschool teachers, childcare center directors are well‐situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic regressions showed that the director’s educational mentoring of teachers and teachers’ aides was associated with greater college attendance, whereas career mentoring was related to less attendance. Furthermore, the director’s confidence staff members’ ability to complete an Associate’s degree promoted college enrollment. Finally, some directors appeared to be transformational leaders who created an education‐friendly climate for their entire staffs. These findings suggest that the workplace is an under‐researched, critical context for work‐to‐school mentoring.  相似文献   

8.
数学是学前儿童学习和入学准备的重要领域,也是学前教育质量监测的重要方面。MQI评估系统作为一种评估数学课堂教学质量的框架,体现了最新数学教育观念,突出了数学的学科特性和认知要求,强调儿童的主动参与和生成性的教学过程,可同时对教师的教和儿童的学进行评估。本研究使用MQI评估系统对我国幼儿园大班数学集体活动的质量进行考察,结果表明除数学意义建构和数学语言之外,数学丰富度领域各维度表现水平不高;教师对儿童行为进行处理和反馈的水平较低;大多数活动片段中不存在数学表达和语言上的错误及不严密性问题;儿童参与有意义的解释或者提问和推理较少,参与活动的认知要求不高。幼儿园大班数学集体活动质量受到集体教学中"教"与"学"的关系、教师对数学领域知识和儿童数学发展目标的认知、教师评价儿童数学思维的能力及师幼互动技巧、教师培训与考核的侧重点等因素的影响。我国学前教育界应重视数学教育活动的过程性质量,关注儿童数学学习过程性能力的发展,并应在借鉴MQI评估系统的基础上开发适合我国幼儿园数学教育实践的质量评估系统。  相似文献   

9.
目前学界对国内外贫困县乡村教育精准扶贫脱贫政策的研究,国外主要注重贫困区域学前教育补偿、支持性政策研究,国内则集中于乡村学前教育发展的战略地位与作用、教育的人力资本投资与财政经费投入、政策文本内容等方面。通过以往研究成果的梳理,结合贫困县乡村学前教育精准扶贫政策研究的需求,未来此项研究的趋势主要有四个方向:一是拓宽贫困县乡村学前教育政策研究视角、突出时代特色;二是加强贫困县乡村学前教育政策研究内容的理论化、系统化;三是注重贫困县乡村学前教育政策研究方法的突破与创新;四是亟需加强贫困县乡村学前教育研究队伍的建设与发展。  相似文献   

10.
Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception. There is now a great deal of guidance available to teachers in terms of high‐quality early childhood mathematics teaching. Consequently, the characteristics of high‐quality early childhood mathematics education are clearly identifiable. Issues such as building on young children’s prior‐to‐school knowledge; engaging children in general mathematical processes; and assessing and documenting children’s learning are some of the key aspects of high‐quality early childhood mathematics education. The extent to which teachers of four‐ and five‐year‐old children in primary schools in Ireland incorporate current pedagogical guidance in early childhood mathematics education was explored in 2007 in a nationally representative questionnaire survey of teachers of four‐ and five‐year‐old children attending primary schools. This paper presents some of the findings of the study in relation to teachers’ self‐reported challenges, difficulties and priorities in teaching early childhood mathematics. Implications are drawn for professional development, curriculum guidance and educational policy.  相似文献   

11.
Samuel Mburu 《Compare》2017,47(4):545-560
To throw light on the challenge of providing education to pastoral households in the context of social and economic change, this study investigates the effects of herd migration on child schooling in Northern Kenya. Specifically, the analysis uses both household panel data and community-level focus-group data to identify the barriers to schooling, which include an insufficient number of schools, nomadism and communal conflicts. The results also reveal that herd migration has a significantly negative effect on school attendance – about a 26% probability of failure to attend among the children of livestock migrating households. The child’s age and mother’s literacy have a positive impact on child school attendance, but with girls more likely to attend than boys, probably because of higher opportunity costs. That is, attending school takes boys away from activities like herding, which have greater economic value than the nonmonetisable household duties performed by girls.  相似文献   

12.
This study examined a 13-item instrument measuring approaches to learning (AtL) as a component of school readiness in the context of early childhood socio-emotional development. Few instruments, limited to preschool teacher ratings, measure AtL among kindergarteners with short easy-to-use questionnaires. We investigated psychometric properties of the instrument designed to provide practical measures of AtL behaviours identified in the Arizona Early Learning Standards with teacher (n?=?205) and guardian (n?=?1025) samples. We found a one-factor structure via exploratory factor analysis and confirmatory factor analysis (CFA). The multi-group CFA for combined teacher and guardian models indicated a good fit, which demonstrated the structure validity of the AtL instrument. This finding, combined with evidence of reliability of the instrument, supported the educational utility of the AtL as a new tool for measuring school readiness among kindergarteners in Arizona.  相似文献   

13.
ABSTRACT

Investments in preschool programs for children from disadvantaged backgrounds have historically been supported by research showing that these programs help children build school readiness skills and narrow the income-achievement gap. However, results from recent studies of the links between preschool participation and increases in school readiness skills are more mixed. Significant variation in regular preschool attendance and the availability of high-quality early learning environments could help explain mixed findings on preschool effectiveness. Using data from a preschool expansion demonstration project, we explored associations between children's attendance rates, classroom quality, and neighborhood poverty and children's fall to spring gains in a set of important school readiness skills in executive functioning. Children (N = 197) lived in neighborhoods where 26% of households (range = 0 – 92%) lived below the poverty line and attended 48 classrooms in public and private settings. Attendance rates, including chronic absenteeism, were significantly associated with children's gains in executive functioning skills, but only when children attended high-quality classrooms. Results suggest that efforts to increase attendance rates may benefit children's executive functioning skills among children living in higher poverty neighborhoods the most when communities also invest in increasing preschool classroom quality.  相似文献   

14.
This study was conducted to investigate the immediate impacts of preschool attendance on Turkish children’s mathematics achievement. The participants were 200 children who attended or did not attend preschool. The number and operation task and the geometric shapes sorting task were used as the data collection tools. The children who attended preschool performed significantly better on the number and operation task and the geometric shapes sorting task than the children who did not attend preschool. Indeed, the multivariate regression analysis demonstrated that preschool attendance is the most important predictor of the success of children in number and operation task and the geometric shapes sorting task.  相似文献   

15.
The distribution of children in different school-types and regions in Pakistan suggests that access and opportunities in education are not evenly accessible for many children. Segregation at school level is an important concern for equity and social justice because the adverse effects of segregation increase the pre-existing gap in opportunities between rich and poor, preventing the disadvantaged children from equal access to better life and success opportunities. This paper presents an analysis of segregation by poverty and pupil performance between schools, with a comparison of private and government schools in Pakistan. The data obtained for this study is from the Annual Status of Education Report 2014 survey of households and schools. The analysis includes 27,979 children aged 5–16 years for whom the information could be linked with their schools, and parents’ socio-economic status. Segregation levels have been assessed using the Gorard Segregation Index. The results show that segregation by academic performance is higher than segregation by poverty, and segregation by poverty is higher in the private sector compared to government schools, whereas segregation by performance is greater in the government schools. A regional level analysis shows that segregation in urban areas is higher in both school types compared to rural areas. In addition to insisting on full attendance for children of school age, the government should work towards decreasing segregation in the state sector, perhaps also involving an increase in the number of schools maintained, and therefore reducing the need for cheap private provision.  相似文献   

16.
幼儿教师是幼儿教育情境中的主体之一,它影响着整个教育过程的走向。要使幼儿教师适应当今幼儿教育改革和发展的需要,广大幼儿教师应树立正确的教育观、儿童观和崇高的敬业精神,不断提高自身的科学文化素养和专业技能水平;提高自身教育活动的能力和水平,保证幼儿教育活动的顺利开展;增强幼儿教育科研的意识,不断反省自身的教育教学活动,提高教学反思性实践能力;增强自身与他人合作的能力,学会终身学习,努力促进自身的专业发展。  相似文献   

17.
It is generally observed in the literature of school effectiveness research that there are two broadly categorized factors influencing pupil achievement. However, the results of the studies based on empirically collected data vary from country to country and from time to time. Premised on this inconsistency of results and gaps in knowledge of this field in Cambodian education, this study was conducted in order to examine the effect of pupil factor on their mathematics achievement. The data were collected from pupils by means of questionnaires and a mathematics test. After controlling such factors as pupils’ poverty during the research design, the results of the step wise regression analysis showed that pupils’ interest in mathematics was a significantly positive contributor to their performance. Pupils’ absence frequency, gender, grade repetition and preschool attendance had significantly negative effects on their mathematics outcome.  相似文献   

18.
The purpose of this study is to explore the relationship between various protective factors with academic outcomes of Latina/o high school students. We use two groups of protective influences, individual and family, and their relationship to 12th grade mathematics achievement, dropout rates, and enrollment in post-secondary education. Latent class analysis was used to identify academic protective profiles, or latent groups/classes, among high school Latina/o students (N?=?1610) and assess group differences with respect to gender, SES, immigrant status, student’s native language, preschool attendance, and 10th grade mathematics. Results indicated the presence of four academic protective groups, which differed with respect to academic discussions with parents, and attitudes about mathematics. The four classes are compared with respect to academic outcomes and differences are discussed as well as implications for practice.  相似文献   

19.
党的十八大以来,我国学前教育事业总体上取得了显著成效,但农村学前教育仍然是我国学前教育发展最薄弱的部分,农村幼儿教师队伍建设严重滞后,农村幼儿教师专业发展面临严峻挑战。解决农村幼儿教师专业发展问题是促进农村幼儿教师队伍建设,推动农村学前教育发展的重要一环。本文基于SWOT分析法,对影响农村幼儿教师专业发展的内部优势(S)、内部劣势(W)、外部机遇(O)、外部威胁(T)进行全面分析,据此建立可视化矩阵图,进而有针对性地提出增长型战略、扭转型战略、多元型战略和防御型战略,以解决农村幼儿教师专业发展问题。  相似文献   

20.
教师培训是教师专业成长的核心问题。甘肃省贫困地区农村幼儿教师的职后培训现状令人堪忧,十分不利于其专业成长,严重影响到幼儿园教育教学水平的提高。在具体分析教师培训需求的基础上,立足当地实践,建立以骨干教师为核心的培训网、有效开展园本教师培训与园本教研活动、鼓励农村幼儿教师参加幼师专业学历教育是促进甘肃省贫困地区幼儿教师专业成长的可行途径。  相似文献   

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