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1.
Children's prior attitudes toward school may be an important entry factor to consider in their initial adjustment to kindergarten. This short‐term longitudinal study examined children's affective orientations and other school‐related perceptions and approaches to learning in late preschool and then 1 to 2 months after entry into kindergarten. Child, parent, and teacher reports were obtained, and classroom practices were observed. Findings showed that children who anticipated liking school demonstrated more positive approaches and adjustment in kindergarten than did less enthusiastic children. Children's approaches to learning in the classroom, reported by teachers and parents, were similar across the transition from preschool to kindergarten, despite notable differences in practices. Recommendations for practice include attending to children's affective orientations, involving multiple informants in school readiness assessments, and fostering communication among teachers in school transition activities.  相似文献   

2.
Research Findings: Children require cognitive skills (e.g., phoneme awareness, verbal intelligence) and environmental resources (e.g., stimulation, print exposure) to acquire reading. This investigation examined the additional contribution of parental nurturance to literacy development during the transition from preschool to elementary school. Participants were 77 children attending Head Start, their primary caregivers, and their teachers. A variety of methods were used to measure nurturance (e.g., self-report, laboratory observation, home observation) and reading achievement (e.g., standardized testing and teacher report). Approximately 3½ years later, 52 families and 39 teachers were available for repeat assessments of children's reading achievement. After controlling for the variance accounted for by prior reading ability, phonological awareness, verbal reasoning ability, and home academic stimulation, parental nurturance made a significant unique contribution to children's growth in reading achievement. Results supported the hypothesis that caregiver nurturance can be an important ingredient in the recipe for literacy.

Practice: The findings have important implications for the design of interventions for children with low reading achievement. By understanding the various ways in which parents foster reading, interventions can be developed to bolster parental nurturance and support the role of nurturance in promoting children's development in all areas, including intellectual and academic functioning.  相似文献   

3.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献   

4.
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in the quantity and quality of mathematical support children receive in the home and in parent beliefs about early mathematical development and then compares both with children's performance on a comprehensive mathematics assessment. Participants included 90 children in their 1st year of preschool (2 years before kindergarten entry) and 88 children in their prekindergarten year (the year just prior to kindergarten entry). Both cohorts were balanced for SES and gender. The results suggested minimal SES-related variation in mathematical support received in either cohort but clear SES differences in parents’ beliefs about early mathematical development. Middle SES parents of children in both cohorts held higher expectations in terms of skills they expected children to possess by age 5, as well as a more accurate understanding of which skills are within the developmental range of most children by age 5. These differences accounted for unique variance in children's scores on the mathematics assessment. Practice or Policy: Implications are discussed.  相似文献   

5.
Research Findings: Children's social competence has been linked to successful transition to formal school. The purpose of this study was to examine the contributions of children's temperament to teachers' ratings of their social competence from kindergarten through 2nd grade. Children (N = 1,364) from the National Institute of Child Health and Human Development Early Child Care Research Network participated in this study. Mothers rated children's shyness, attentional focusing, and inhibitory control with the Children's Behavior Questionnaire at 4½ years, and teachers rated children's social competence with three subscales (cooperation, assertion, and self-control) of the Social Skills Rating System at kindergarten, 1st, and 2nd grade. Latent growth curve analysis indicated that both shyness and effortful control contributed to children's social competence. Bolder children were likely to have higher assertion ratings, and shyer children with greater attentional focusing were likely to have higher assertion ratings. Shyer children and children with greater inhibitory control and attentional focusing were likely to have higher teacher ratings of self-control and cooperation. Practice or Policy: Findings highlight the importance of considering child temperament characteristics when understanding children's social competence and successful adjustment to kindergarten. Information may help parents, preschool teachers, and early elementary teachers prepare children who may be at particular risk for lower social competence.  相似文献   

6.
The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n = 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning.  相似文献   

7.
Abstract

With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers can use to observe and document children's emerging literacy concepts and skills, and describe key teaching actions that scaffold learning of new concepts. In closing, we offer five principles to guide preschool teachers in planning and implementing appropriate activities to promote young children's literacy development. Sample documentation forms are included in the appendices.  相似文献   

8.
A multi‐informant or multimethod approach has been suggested for use in educational evaluation and children's development assessment. However, in the study field of approaches to learning, most previous studies used one method to measure approaches to learning. In addition, compared with kindergarten and elementary children, younger children have received little attention. This study was dedicated to determining whether a multimethod approach (direct measure, teacher report, and parent report) was needed to assess preschool children's approaches to learning. A total of 713 preschool children were enrolled in this study. Correlations and multiple regressions were conducted to analyze the correlation among the three methods as well as their criterion validity based upon comparisons with an assessment of children's early childhood development. The results revealed significant but weak correlations among the three assessment methods. The direct measure of approaches to learning was more relevant to children's early childhood development than the teacher report and the parent report. The criterion validity of using the direct measure to assess preschool children's approaches to learning was also better than that of the teacher report and the parent report. Therefore, the direct measure was recommended for use in assessing preschool children's approaches to learning, and teacher report can be used as a supplement.  相似文献   

9.
Research has highlighted the importance of early literacy development. In light of this, there has been a growing concern around boys’ underachievement on language and literacy assessments. Given the recent mandate for play-based learning in Ontario kindergartens, this paper examines children's literacy integration during play from a gender perspective. An analysis of 380 minutes of children's play revealed that girls and boys often played separately across the 12 kindergarten classrooms in this study. Importantly, the centres at which girls and boys played offered different literacy support. Our findings showed that gender played a salient role in children's play choices affecting the types of academic skills children practiced in their play. In this paper, we shed light on the need for gender awareness and sensitivity in policy mandates and teacher practice.  相似文献   

10.
Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose of this study was to explore parents' understanding of and support for their children's early development. Results reveal that parents see a vital role for themselves in their children's upbringing as supporters and nurturers, but little role as teachers. Across different education and income levels, parents in this small-scale qualitative study believe that children's experiences in their first years of life do not affect their longer-term intellectual development or school success and see little value in early intellectual stimulation or formal preschool education. Our results suggest that parents need to understand their role as their child's first educators. Also, it is essential that parents are taught how to promote their children's early cognitive development without undermining their nurturing roles.  相似文献   

11.
The aim of this prospective study was to identify preschool factors that are associated with children's classroom engagement during their 1st school year. The study was guided by a social-motivational process model that highlights the importance of parent–child and teacher–child relationships in promoting engagement. In preschool, parents and teachers completed questionnaires assessing children's (n = 562) parent–child and teacher–child relationships, global self-concept, and mental health problems. Teachers rated children's engagement levels 1 year later in kindergarten. Research Findings: Results from structural equation modeling suggested that experiencing good-quality relationships with parents and teachers and positive self-concept during preschool were only indirectly associated with children's kindergarten classroom engagement through their negative associations with hyperactivity/inattention; only hyperactivity/inattention had a significant direct (small-moderate and negative) association with children's engagement. Practice or Policy: Interventions that improve adult–child relationships may reduce childhood hyperactivity/inattention during preschool and potentially improve children's engagement, helping them start school ready and eager to learn.  相似文献   

12.
The present study investigates the validity of a 4‐point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low‐income backgrounds; children's literacy orientation was rated during a group teacher‐led book reading. Children's ratings of literacy orientation during shared book reading using the global 4‐point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end‐of‐year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed.  相似文献   

13.
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   

14.
This one-year collaborative study examined the role of narrative in promoting new forms of culturally responsive literacy learning in two contrasting international preschool contexts. The qualitative project was carried out by a U.S.-based teacher educator and a Palestinian-based teacher educator who examined the benefits of culturally responsive children's literature, child-centred and open-ended questions, narrative-based dictation and art activities, and co-constructed stories between parents and children. The findings indicate that small-scale changes in the use of narrative in literacy pedagogy can strengthen the classroom as a literacy community, foster culturally valued modes of thinking that deepen children's connections to stories, and strengthen children's engagement with a culturally responsive sense of aesthetic representation. The study's implications emphasise the power of narrative to deepen young children's engagement with literacy in contrasting international settings, and the productive role of cross-cultural collaborative research to diversify current definitions of high-quality early literacy education at the global level.  相似文献   

15.
The present study investigates the role of attitudinal variables, such as children's literacy interest and parents’ reading beliefs, in conjunction with home literacy activities (HLA), in predicting children's print‐concept knowledge. The objective of the study is to test a theoretical model describing the relationship among these variables. This study involved 551 low‐income preschool children. Structural equation modelling was used to test the model. The model was a good fit for the data when parental teaching of reading/writing was used as the measure of HLA. In the model, negative parent reading beliefs and parent teaching predicted print‐concept knowledge. Results suggest that practitioners should consider not only the literacy activities children and parents participate in, but also their attitudes towards those activities.  相似文献   

16.
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   

17.
This paper examines how literacy is defined and enacted by teachers in early childhood programmes pointing to the differing ways views of early literacy impact practice. It is argued here that early literacy development during the years before school is dependent on children's experiences of having literacy activities modelled around them and the ways in which adults include them in their everyday literacy interactions. Early childhood teachers reveal differing understandings of early literacy during the years before formal school and this impacts their decisions concerning literacy activities and practice within their preschool rooms. Three early childhood teachers are presented here, through video clips and video-stimulated interviews around their literacy activities with preschool children. They demonstrate a range of practice which is shown to depend on their views of young children's literacy development. These vignettes have implications for further professional discussion and learning.  相似文献   

18.
Consistent evidence that the effect of preschool intervention on cognitive achievement fades with the passage of time has resulted in a search for mediators of preschool. This study investigated factors that play a role in mediating the effects of a government funded Child–Parent Center preschool program. The school adjustment of 266 low-income, mostly Black preschool children and of 125 comparison group children were matched on neighborhood characteristics and were traced from kindergarten through the third year of school (1986–1989). Data were collected from children, parents, and teachers on entering kindergarten cognitive readiness, teacher ratings of socioemotional maturity, parental involvement at home and in school, grade retention, assignment to special education, school mobility and cognitive achievement in reading and mathematics. Results of a latent-factor structural model indicated that preschool influenced later achievement and retention indirectly rather than directly. Four major pathways through which preschool exerted its effect included (1) cognitive readiness, (2) cognitive readiness and teacher ratings of socioemotional maturity, (3) teacher ratings of socioemotional maturity, and (4) parent involvement and school mobility. Cognitive readiness, teacher ratings, and parent involvement also transmitted effects to grade retention. That preschool's influence on later outcomes is largely indirect indicates its dependency on intervening factors in exerting effects. These intervening factors appear to be critical in promoting school success of children at risk.  相似文献   

19.
The study investigated a scale developed to measure parents’ satisfaction with experiences of various aspects of their child's early education program. The Parent Satisfaction with Educational Experiences (PSEE) scale was co-constructed with parents and teachers in preschool, kindergarten, and first grade programs in a large urban school district. Demographic and PSEE data were collected from a representative sample of 648 parents. Factor analyses yielded three dimensions of parent satisfaction with teacher contact experiences, classroom contact experiences, and school contact experiences. Multivariate analyses showed that parents with children in Head Start or kindergarten were more satisfied in all three dimensions than were parents of children in child care or first grade. Married parents were more satisfied with their teacher contact than were single parents and parents who were not employed full-time were more satisfied with their contact across all three dimensions than were parents who were employed full-time. Implications for fostering parent involvement were discussed.  相似文献   

20.
Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS.  相似文献   

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