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1.
At-risk families’ control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a school transition sample composed of children entering elementary school (N = 344), parental control styles were related to children's academic readiness modestly but significantly in the preschool sample and weakly in the school transition sample. Children's social skills and mastery motivation skills (persistence and goal orientation) were significantly related to the academic measures of school readiness, and fully mediated the association between parents’ use of coercive behavioral control and academic readiness. Such mediation could not be tested for parental support of children's autonomy. The results indicate that a developmental cascade exists between parental control strategies and academic indices of school readiness, emphasizing the importance of family context models of school readiness. Furthermore, strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs.  相似文献   

2.
The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data collection effort that assessed children's developing skills as well as their family and classroom environments. Longitudinal growth models revealed that Head Start children began their academic careers well below their more advantaged peers in literacy and mathematics, although by the end of first grade, their scores were nearly on par with national averages. Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains. Results highlight key foundations and specific promotive factors of early school success for the nation's most disadvantaged children.  相似文献   

3.
We examined the extent to which positive interactions with peers and the amount of English exposure received from them during social interactions in the fall of preschool contributed to low-income Spanish-speaking children's (N = 107; Mage = 53 months; SD = 4.30 months; 56% boys) English vocabulary and letter-word skills in the spring (controlling for parents’ language use, family income, number of English books at home, and children's nonverbal cognitive abilities). We also examined the mediating roles of children's learning behaviors (e.g., attentiveness, independence, initiative, persistence, and participation) and English oral proficiency in the classroom. The association between positive peer interactions and English vocabulary skills was mediated by children's English oral proficiency, whereas the association between positive peer interactions and English letter-word skills was mediated by children's learning behaviors and English oral proficiency. The associations among peer English exposure and children's English vocabulary and letter-word skills were mediated by children's English oral proficiency. There was also evidence of a transactional association between positive peer interactions and children's learning behaviors and between peers’ and children's English oral proficiency. The findings highlight the importance of peer experiences in fostering Spanish-speaking preschoolers’ English vocabulary and letter-word skills.  相似文献   

4.
Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in preschool classrooms serving low-income children found negative associations between age-mixing and children's social and cognitive development. The current study extended this research by examining associations between classroom age composition (variability in ages of children in the classroom) and low-income preschool children's rates of change in school readiness. The sample consisted of 4417 preschool children enrolled in 207 classrooms in a large, diverse urban Head Start program. Multilevel modeling was employed to examine the main effect of classroom age composition, as well as the interaction between classroom age composition and children's age, as predictors of children's rates of change in emergent literacy, emergent numeracy, social and emotional skills, and approaches to learning. In contrast to previous research, classroom age composition was not associated with school readiness outcomes. This study contributes to the conflicting literature examining the associations between age mixing and children's school readiness and calls for a future research agenda to examine age mixing in context that is focused on sorting out these conflicting results. In the meantime, policymakers should consider other relevant factors when making decisions regarding mixed-age classrooms, such as family preference or the capability for teachers to individualize instruction to children based on their individual needs.  相似文献   

5.
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   

6.
Child care arrangements change as children age; in general, hours in home-based child care decrease as hours in center-based settings increase. This sequence of child care type may correspond with children's developmental needs; the small peer groups and low child–adult ratios typical of home-based care may allow for more individual child–adult time for infants and toddlers, whereas the social stimulation found in center-based care during the preschool years may prepare children for kindergarten. This study examined associations between school readiness and the timing of child care type among children in NICHD's Study of Early Child Care and Youth Development (N = 1349). Findings suggest that children who experience home-based care during the infant–toddler period and center care during the preschool period display the improved cognitive outcomes, but not the increased behavioral problems, generally associated with sustained center care attendance. Continuous home-based care was associated with higher social status at school entry partially through smaller peer groups during the preschool period. These patterns did not differ by child or family characteristics. Implications for policy and research are discussed.  相似文献   

7.
The position advocated within this article is that the construct of "school readiness" has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from diverse sociocultural sources, are conceptualized here as interpersonal challenges that children confront as they enter formal schooling—challenges that are inherent within kindergarten classrooms and predictive of children's future school adjustment. A related contention is that attempts to enhance children's readiness for kindergarten should be guided by research on the prerequisites of social task mastery—that is, evidence gathered during the preschool years that forecasts children's later success at social school entry tasks. Evidence bearing on these premises is reviewed as a means of considering the validity and heuristic utility of these propositions for future research on school readiness.  相似文献   

8.
Based on two samples of Chinese preschoolers (Study 1: N = 443; Study 2: N = 118) and their parents and teachers, the present research examined the associations between parent-child and teacher-child relationships, and how the associations were moderated by children's preschool experiences and mediated by their social competence. Using a cross-sectional design, Study 1 showed that children's years of preschool experiences moderated the associations between parent-child and teacher-child relationships. Both father-child and mother-child relationships were associated significantly with teacher-child relationships for the first-year preschoolers, and these associations were mediated fully by children's social competence. For the second- or third-year preschoolers, however, neither father-child nor mother-child relationships correlated significantly with teacher-child relationships. Using a longitudinal design, Study 2 also showed the moderating role of children's preschool experiences in the associations between parent-child and teacher-child relationships. Relationships with mothers were associated significantly with relationships with teachers at 3 months after the children's preschool entrance and, again, this association was mediated fully by children's social competence. In contrast, neither mother-child nor father-child relationships correlated significantly with teacher-child relationships at the end of the first or second preschool year.  相似文献   

9.
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities.  相似文献   

10.
OP-ED     
There is a general consensus that too many US children are entering school without essential readiness skills. However, there is a lack of consensus as to what constitutes readiness and a corresponding lack of consensus as to the type of early childhood experience that is most likely to prepare children for academic success. This paper offers a perspective, grounded in theory and practice, on issues of readiness and education during the preschool and kindergarten years. This perspective involves a view of human development that stresses the role of adult involvement in young children's learning and emphasizes the preschool years as atime for building cognitive skills that will serve as essential foundations for later academic learning. Images drawn from practice in Korean early childhood classrooms illustrate how teacherdirected activities may foster preschool children's development of these essential cognitive foundations in a developmentally appropriate manner.  相似文献   

11.
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   

12.
This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.  相似文献   

13.
This study examined relations between children's attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children's age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children's early attention span-persistence for later school achievement and educational attainment.  相似文献   

14.
This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.  相似文献   

15.
This study investigates two facets of children's school readiness: interest in new cognitive tasks (interest) and persistence in task completion (persistence). Little attention has been paid to the early development of these learning behaviors, although they might prove susceptible to intervention even before school entry. Using data from the Early Head Start Research and Evaluation Project, a sample of low-income children (N = 1771) was followed to model bidirectional associations among interest and persistence and maternal supportive parenting between ages 1 and 3, and estimate associations between children's interest and persistence at age 3 and their academic skills at age 5. Results indicate that maternal supportive parenting influences children's interest and persistence more strongly and consistently than interest or persistence influences parenting, and that interest but not persistence transacts with parenting over time. Interest and persistence were equally predictive of children's early academic skills. Findings affirm that both interest and persistence during toddlerhood predict children's academic standing at school entry.  相似文献   

16.
This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low‐income, racially/ethnically diverse 4‐year‐old children in 49 preschool classrooms in one medium‐sized U.S. city. Results indicated that children's positive engagement with (a) teachers related to improved literacy skills; (b) peers related to improved language and self‐regulatory skills; and (c) tasks related to closer relationships with teachers. Children's negative engagement was associated with lower language, literacy, and self‐regulatory skills, and more conflict and closeness with teachers. Effect sizes were small to medium in magnitude, and some expected relations between positive engagement and school readiness were not found.  相似文献   

17.
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   

18.
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   

19.
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39–49 months (M = 45.00; S.D. = 5.40) completed questionnaires about their family demography, their home environments, and their perceived parenting stress. Preschool teachers rated children's social functioning, and children were administered the PPVT-R (or the TVIP). Results of path analyses showed that when controlling for children's age and factors that potentially influence children's opportunities for learning, the relation between parents’ literacy involvement and children's PPVT-R/TVIP scores and social functioning was mediated by children's interest in literacy. In addition, mothers’ perceived parenting stress was directly associated with children's PPVT-R/TVIP scores and social functioning. The findings highlight within-group variations in the home literacy environments of low SES Latino families.  相似文献   

20.
This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.  相似文献   

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