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1.
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   

2.
This study examines the construct of school readiness as understood by rural kindergarten teachers. Kindergarten teachers in 11 rural Missouri communities were surveyed to assess their perceptions of the readiness levels of their incoming children. These data were then compared to the results of the national Carnegie study of 7000 kindergarten teachers' perceptions of school readiness. The rural Missouri sample judged their students as generally more ready than did the national sample; they viewed the incoming kindergarten students as having fewer language, social, and physical problems. A greater portion of the rural sample believed that children are more ready now than 5 years ago (36% vs. 25%). They attribute the improvement to high quality early preschool programs. The diversity within the rural sample as well as the rural/urban distinctions are discussed.  相似文献   

3.
This study focused on the transition patterns of African American boys from preschool to kindergarten using the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) dataset. Analyses were conducted to examine whether socioeconomic status, parenting (i.e., emotional support, intrusiveness), and attendance in a center-based program predicted likelihood of being in a particular transition pattern. Four patterns emerged from the data: (1) Increasing Academically, (2) Early Achiever: Declining Academically & Socially, (3) Low Achiever: Declining Academically, and (4) Consistent Early Achiever. There was heterogeneity in the school transition patterns of African American boys, with many showing stability from preschool to kindergarten. Family income and parenting practices and interactions were associated with an increased probability of being in the group that showed a significant increase in academics, suggesting the importance of parents’ provision of enriching opportunities and experiences for African American boys as they transition from preschool to kindergarten.  相似文献   

4.
The current project examined school readiness outcomes of children participating in a preschool professional development initiative, Winning Beginnings Learning Circles, which focused on school readiness and teacher professional development. Children were assessed on knowledge and understanding of school readiness concepts in the fall and spring of each school year, and outcomes were reported back to preschool staff to be incorporated into teaching strategies. Preschool teachers and administrators attended monthly professional development seminars that consisted of workshops in child development and social-emotional health, parent engagement, and use of data as evidence-based best practices. Preschool assessment data from the first 2 years of the project showed significant increases in average scores from pre- to post-assessment on school readiness, self/social awareness, and quantity subtests. Kindergarten assessment data indicated that children who remained in the project for at least one full year outperformed comparable peers and the average for the school district they attended as kindergartners. The results highlight the potential of professional development programs and the importance of teacher quality in promoting positive outcomes for preschool children.  相似文献   

5.
This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading, writing, and math skills in the preschool spring and in the grade 1 spring. The most common practices reported by preschool teachers were discussions about the school entrants and familiarizing preschool children with the school environment and the new teacher. Multilevel latent growth modeling showed that the more the preschool teachers and elementary-school teachers implemented various supportive activities during the preschool year, the faster the children's skills developed from preschool to grade 1 spring. Co-operation over curricula and passing on written information about children between the preschool and the elementary school were the best predictors of the children's skills, although they were the least commonly used practices. The need to restructure the transition to elementary school and the use of multiprofessional resources are discussed.  相似文献   

6.
Abstract

This study examined the perceptions and practices of certified preschool teachers and children regarding play. A sample of 102 Pre‐Kindergarten regular (Pre‐K regular) teachers and 61 Pre‐Kindergarten with disabilities (Pre‐K with disabilities) teachers in an urban school district were surveyed. A sub‐group of 46 teachers and 72 4‐year‐old children were interviewed. In contrast to teachers in a previous study who did not have teacher certification, the teachers in the present study believed that play supported children's learning and development and indicated that play was an integral part of their curriculum. Approximately 30% of the teachers who were interviewed said they did not allow children's rough and tumble play either because they thought it was dangerous or it would promote aggression. All of the Pre‐K with disabilities teachers and half of Pre‐K regular teachers said they provided support for play of children with disabilities in their classes. Their reported support focused more on cognitive aspects of play than on social interactions. Children's ideas about play were similar to those in the 1987 study.  相似文献   

7.
This study examines the prevalence of home–school match in childrearing beliefs and socialization practices (control and support) and their relation to ethnicity and readiness skills of children (n = 310) making the transition from publicly sponsored Pre-k to kindergarten. Home–school match was operationalized both as a continuous absolute measure and as categories of match or mismatch. Overall, home–school match was more prevalent than mismatch. However, the results corroborate previous ethnographic studies showing higher rates of home–school mismatch among African Americans and Latinos than Euro Americans. Controlling for race and socio-economic status, parents’ beliefs and practices predicted readiness but teachers’ did not. Absolute indicators of home–school differences were not related to kindergarten readiness. Directional indicators revealed that children attained greater skills when parents and teachers matched on child-centered beliefs, low control, and high support. Contrary to the cultural match hypothesis, home–school mismatch was associated with better outcomes than match in the case of adult-centered beliefs, control, and low support.  相似文献   

8.
Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers perceived being supported. This study examines Singapore preschool teachers' perception of support received from their working environment to include children with DN and how this predicts their intention to practice inclusive education and self-reported implementation of inclusive practices in the classroom. The original Perceived School Support for Inclusive Education (PSSIE) scale, developed in Bangladesh, was reviewed for relevance and clarity by a panel of six experts familiar with Singapore preschool inclusion. 211 preschool teachers in Singapore completed the new 11-item revised PSSIE – Singapore Version online. Perceived school support was found to be a single construct that significantly and reliably predicts both intention and self-reported practices (alpha = 0.929). Stakeholders in Singapore can now use this newly validated instrument to reliably understand the support received by teachers and to re-examine the strategies provided to support preschool teachers in this journey towards quality inclusive education.  相似文献   

9.
Early childhood teachers and educational programs are expected to be the primary resources as children experience different and sometimes conflicting cultural contexts. Early educators can play a paramount role as young children move through fluid identities and start recognizing and navigating within and across spaces of cultural differences—e.g., between home cultures and the socially-dominant school culture. In this sense, we draw attention to a multi-year action research study, paying particular attention to the process whereby an early childhood teacher investigated, problematized, and challenged the nature of curriculum and practices in a diverse preschool classroom. We focus on the role of action research in fostering culturally-relevant teaching. As we do so, we analyze an early childhood teacher’s shifting perceptions of what it means to engage in culturally-relevant teaching, respecting and honoring cultural diversities.  相似文献   

10.
Research suggests that a large percentage of kindergarten children do not successfully transition to school (Rimm-Kaufman et al. 2000). As a result, a number of school transition initiatives have been developed by educators and policy makers to address the difficulties young children may experience upon kindergarten entry. Despite this attention, our review found no studies examining the involvement of school psychologists in kindergarten transition practices. The present study reports the outcomes of a national survey of the membership directory of the National Association of School Psychologists examining school-based involvement in kindergarten transition activities; school psychologists’ perceived involvement with and training in kindergarten transition activities; and school psychologists’ perceived barriers to engage in kindergarten transition activities. Results showed that most schools engaged in at least one kindergarten transition activity per year, with half of the responding sample reporting involvement. School psychologists were more likely to be involved in kindergarten transition activities if they were employed in an urban locale or a large to moderate-sized school setting. School psychologists most frequently reported involvement with kindergarten screenings and collaborating with kindergarten and preschool teachers. Implications and recommendations for practice among early childhood and other educational professionals are delineated.  相似文献   

11.
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   

12.
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.  相似文献   

13.
An investigation of the transition of 33 children with intellectual disabilities to mainstream kindergarten classes was conducted by surveying parents, receiving teachers, and receiving principals. All 33 children had received a model university-based inclusive preschool program in the year before kindergarten. Structured interviews with the parents, teachers, and principals at the beginning of Term 2 of the school year and with the parents and teachers at the end of the school year provided information about issues relating to the transition and the initial and subsequent integration of the children. The findings from this study were valuable in relation to the ongoing evaluation of the model preschool program, but also provide useful information to early intervention services and mainstream schools wanting to improve the success of their transition programs.  相似文献   

14.
The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. “Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion.” Early Childhood Research Quarterly 13 (1): 107–131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an inclusive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices.  相似文献   

15.
Recent studies do not find consistent relationships between teacher degree, major, and certification, and PK outcomes (Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195; Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., et al. (2007). Teachers’ education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580), raising questions about the impact of the degrees and certifications of PK teachers on children's learning. The researchers note that these findings do not support the conclusion that teacher education does not matter for children's learning. However, they do not provide specific directions for policymakers who decide on the minimum requirements for teacher qualifications in PK programs. This commentary raises issues for researchers and policymakers about whether PK is part of a K-12 educational continuum, how teachers are prepared to teach, how research is designed to inform policy, and the importance of developmental science in policy-relevant education research. As part of a future PK-16 education system, we propose that the BA be the entry requirement for PK as it is for K-12 teachers, followed by professional education combined with extensive classroom experiences.  相似文献   

16.
ABSTRACT

Research Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children’s transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through kindergarten. Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools around the transition to kindergarten. Results of lagged OLS regression analyzes found that coordination efforts were significantly related to children’s language and mathematics skills in kindergarten for children attending elementary schools engaging in limited school transition practices to support school entry, suggesting that coordination practices initiated by preschools may play a compensatory role for children. In addition, results suggest that direct meetings between Head Start and kindergarten teachers are predictive of higher language skills in kindergarten. Policy or Practice: Efforts by Head Start programs to coordinate with elementary schools may be particularly important for children’s academic skills when their elementary schools are less engaged in transition practices. In addition, meeting in person and having a key person responsible for the kindergarten transition may be key ingredients to coordination that yields better outcomes for children.  相似文献   

17.
Abstract

Research indicates that a socioeconomic status-related gap in mathematical knowledge appears early and widens during early childhood. Young children from economically disadvantaged families receive less support for mathematical development both at home and in preschool. Consequently, children from different socioeconomic backgrounds enter elementary school at different levels of readiness to learn a standards-based mathematics curriculum. One approach to closing this gap is the development and implementation of effective mathematics curricula for public preschool programs enrolling economically disadvantaged children. A randomized controlled trial was conducted in 40 Head Start and state preschool classrooms, with 278 children, to determine whether a pre-kindergarten mathematics intervention was effective. Intervention teachers received training that enabled them to implement with fidelity, and a large majority of parents regularly used math activities teachers sent home. Intervention and control groups did not differ on math assessments at pretest; however, gain scores of intervention children were significantly greater than those of control children at posttest. Thus, the intervention reduced the gap in children's early mathematical knowledge.  相似文献   

18.
Making the implicit explicit: Supporting teachers to bridge cultures   总被引：2，自引：0，他引：2  
In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism–collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism–collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home–school cultural mismatches for immigrant children.  相似文献   

19.
Research Findings: Shared reading is reported to be the single best instructional practice for emergent literacy skills. Vocabulary instruction practices implemented during shared reading by both Head Start (HS) teachers and teachers from more affluent private school settings were compared to determine whether there were differences between the 2 groups of teachers in their implementation of research-based practices. HS teachers implemented vocabulary instruction practices during shared reading more often, and chose different words to instruct, than private school teachers. Whereas 78% of HS teachers provided some vocabulary instruction during shared reading, only 59% of private school teachers did so. Among those teachers who provided vocabulary instruction during shared reading, HS teachers used significantly more contextualization strategies for word instruction than private school teachers. These findings suggest that preschool teachers who work with children from high-needs backgrounds use vocabulary instruction during shared reading as a way to bolster children’s vocabularies more frequently than teachers working in private preschools that serve children from more privileged backgrounds. Extratextual language was also compared, and private school teachers had a higher mean length of utterance and type–token ratio than the HS teachers. Practice or Policy: Professional development is recommended for preschool teachers to increase the implementation of best practices for vocabulary instruction during shared reading.  相似文献   

20.
This study used data drawn from a large, national sample to describe transition practices provided to 1989 children with disabilities as they entered their kindergarten year, obtained through a survey administered to kindergarten teachers. Using path modeling, we examined the child and family, school, and district factors that predict which children and families receive high- and low-intensity transition support as they enter kindergarten and, in particular, what types of high-intensity practices they receive. The type of support kindergarten teachers provided was generally comparable to or higher than previously reported data, with low-intensity transition supports more commonly used than high-intensity supports. In a path model that included a range of child and family, classroom, and district factors, four variables emerged as predictors of transition support. Children from larger districts and higher poverty districts who were entering kindergarten from a different setting were less likely to receive support during the transition period. Rural districts differed little overall from suburban districts because they are, on average, higher poverty, but smaller in size. Urban districts demonstrated efforts that counterbalanced the barriers of size and poverty. We include policy implications based on these findings.  相似文献   

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