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1.
This study examined the association between preschool children’s social-interpersonal skills and their transition to school in the beginning months of kindergarten. One hundred and thirty-three preschool children participated in this study. During the spring of the pre-kindergarten year, children’s social-interpersonal skills were assessed as well as rated by teachers. In the follow-up year, parents/guardians and teachers reported on children’s adjustment to kindergarten. The results of this study found no association between parents’/guardians’ and teachers’ reports of children’s adjustment and readiness in kindergarten. Children’s social-interpersonal skills were negatively associated with teachers’ reports of children’s kindergarten readiness difficulties. The findings of this study indicate that children’s early social skills, developed prior to entering kindergarten, are important for children’s readiness for school.  相似文献   

2.
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   

3.
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   

4.
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   

5.
The present study is a longitudinal examination of family-school communication in preschool and kindergarten. Preschool and kindergarten teachers and family workers of 75 children from families with low SES logged the frequency and characteristics of family-school communication, resulting in over 22,000 contacts. Data were collected during a period of implementation of an intervention designed to enhance relationships upon the transition to school. Family demographic information and information about family support for academics at home were assessed through parent interviews and children's behavior problems were measured through teacher questionnaires in preschool and kindergarten. Familyteacher communication decreased between preschool and kindergarten and there was a shift from shorter to longer types of communication between the two years. Communication differed as a function of program. Counter to expectation, few family factors and experiences predicted frequency of family-school communication, and more frequent communication in preschool was unrelated to more frequent communication in kindergarten. Findings have several implications for practice. Families experience a great decrease in communication between preschool and kindergarten and interventions designed to ease the transition to kindergarten need to either ameliorate the decrease or acknowledge its existence to prepare families. Otherwise, this contrast may be interpreted negatively. Given that our findings show no relation between a family's communication in preschool and kindergarten, it appears that it is not enough to support communication in preschool to ensure frequent communication in kindergarten.  相似文献   

6.
Head Start enhances school readiness during preschool, but effects diminish after children transition into kindergarten. Designed to promote sustained gains, the Research‐based Developmentally Informed (REDI) Parent program (REDI‐P) provided home visits before and after the kindergarten transition, giving parents evidence‐based learning games, interactive stories, and guided pretend play to use with their children. To evaluate impact, two hundred 4‐year‐old children in Head Start REDI classrooms were randomly assigned to REDI‐P or a comparison condition (mail‐home math games). Beyond the effects of the classroom program, REDI‐P promoted significant improvements in child literacy skills, academic performance, self‐directed learning, and social competence, demonstrating the utility of the approach in promoting gains in cognitive and social‐emotional skills evident after the transition into kindergarten.  相似文献   

7.
The present study is a longitudinal examination of family-school communication in preschool and kindergarten. Preschool and kindergarten teachers and family workers of 75 children from families with low SES logged the frequency and characteristics of family-school communication, resulting in over 22,000 contacts. Data were collected during a period of implementation of an intervention designed to enhance relationships upon the transition to school. Family demographic information and information about family support for academics at home were assessed through parent interviews and children's behavior problems were measured through teacher questionnaires in preschool and kindergarten. Familyteacher communication decreased between preschool and kindergarten and there was a shift from shorter to longer types of communication between the two years. Communication differed as a function of program. Counter to expectation, few family factors and experiences predicted frequency of family-school communication, and more frequent communication in preschool was unrelated to more frequent communication in kindergarten. Findings have several implications for practice. Families experience a great decrease in communication between preschool and kindergarten and interventions designed to ease the transition to kindergarten need to either ameliorate the decrease or acknowledge its existence to prepare families. Otherwise, this contrast may be interpreted negatively. Given that our findings show no relation between a family's communication in preschool and kindergarten, it appears that it is not enough to support communication in preschool to ensure frequent communication in kindergarten.  相似文献   

8.
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   

9.
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10.
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11.
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   

12.
当今幼儿园幼儿社会适应能力培养存在的问题主要表现在日常生活中教师之间缺乏专业沟通;家园合作中家长缺乏主动性;面对个体差异,教师的社会适应能力培养缺乏针对性.幼儿园幼儿社会适应能力培养应加强专业沟通和合作;积极调整家园关系,构建幼儿社会适应能力培养共同体;同时,教师应走向观察记录,使幼儿社会适应能力培养更有针对性.  相似文献   

13.
Investigated in this study were the mediators of the effects of preschool intervention on children's school achievement in sixth grade. A confirmatory structural model developed in a previous study of third graders was tested with 360 low-income, mostly black children who were available at the 3-year follow-up. The model incorporated cognitive readiness at kindergarten entry and parent involvement in school (rated by teachers and parents) as primary mediators of preschool effectiveness. In sixth grade (age 12), preschool participation at ages 3 or 4 was significantly associated with higher reading achievement, higher math achievement, and with lower incidence of grade retention. Cognitive readiness and parent involvement in school significantly mediated the estimated effects of preschool participation on school achievement and grade retention 7 years postprogram. Teacher ratings of school adjustment, school mobility, and grade retention also contributed to the transmission of effects. This integrated model fit the data better than several alternative models, including those based on the cognitive-advantage and family-support hypotheses.  相似文献   

14.
宁波市幼儿园的园长和家长对幼儿英语教育活动满意度较高,大部分园长和家长赞成幼儿园开展英语教育活动,他们希望学前教育毕业而又具有英语特长的教师担任幼儿园的英语教育工作。为此,高职院校在学前教育专业中应注重培养合格的幼儿英语教师,教师培训机构根据幼儿园英语教师的需求开展有效在职培训,以解决师资短缺的问题。  相似文献   

15.
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   

16.
This study compared the beliefs of preschool teachers, kindergarten teachers, and parents in one mostly Hispanic and Black high-need urban school district to learn their views of what children should know and be able to do at kindergarten entry. Beliefs regarding the importance of 12 school readiness “resources” were assessed with the CARES survey designed for this study. Parents held remarkably similar beliefs, regardless of ethnicity or education. Parents and teachers also agreed that children must be healthy and socially competent, and be able to comply with teacher authority, although parents rated this latter resource higher. However, parents rated all classroom-related readiness resources as more important than teachers did. They believed it was necessary for a child to be able to communicate in English and to have basic knowledge and skills, which was more important than a child’s approach to learning. Preschool teachers also believed that knowledge was more important than kindergarten teachers did. Directions for further research and implications for policy and practice are discussed.  相似文献   

17.
Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students’ home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who participated in the Early Authors Program (EAP) during preschool , and those for a demographically similar comparison group of 33 children who did not receive the intervention. The intervention emphasized family involvement and cultural sensitivity and involved children self-authoring books about themselves and their family. Children in the EAP program scored higher than comparison children on school readiness screeners a year or two later in kindergarten, and were more likely to be classified as “ready’ for school. EAP children also outperformed comparison children on emergent (English) literacy skills in kindergarten as measured by the DIBELS. Boys in the EAP group received higher grades in kindergarten than boys in the comparison group. The positive effects of the Early Authors Program appear to be sustained through kindergarten.  相似文献   

18.
Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children’s school readiness (i.e., academic skills, social-emotional skills, and physical health) in kindergarten, a foundational year for establishing children’s academic trajectories. Analyses revealed that higher levels of routines in preschool were associated with greater declines in teacher-reported conduct problems and hyperactive/inattentive behavior and greater gains in prosocial behaviors from preschool to kindergarten. Higher routines also predicted greater gains in both reading and mathematics scores as well as greater improvements in physical health. Telling stories appears to be the most salient routine for children’s social-emotional outcomes, whereas bedtime routines most strongly predicts differences in children’s academic skills and health outcomes. Practice or Policy: The results suggest that family routines may be an important tool for preparing and supporting children and parents for the kindergarten transition even before school entry.  相似文献   

19.
This paper describes the pilot project (Project ASSIST) on early intervention of 40 disabled infants between the ages of 2 and 5 years. Its main objective was to look into the feasibility of integrating children with mild disabilities into mainstream preschool centres in Singapore. The intervention goals were related to the problems encountered by the children, their families and teachers. Professional staff such as occupational therapists, physiotherapists, speech therapists and psychologists intervened through providing consultations to parents and teachers who were taught the intervention follow‐up. An evaluation conducted after 9 months of the program (a) showed high levels of peer and school personnel acceptance, (b) indicated that Project ASSIST was an important service to both children and their families, and (c) demonstrated the feasibility of integrating children with disabilities into mainstream preschool centres.  相似文献   

20.
The Transition to Kindergarten   总被引：2，自引：0，他引：2  
The transition to kindergarten is a significant event for young children and their families. The methods teacher use to orient children and families to formal schooling can have a long term effect on academic achievement. This study examined the transition activities of over 3000 kindergarten teachers that participated in the Early Childhood Longitudinal Study conducted by the National Center for Education Statistics (NCES). The results show that most schools do not provide a comprehensive transition plan that allows teachers and parents to exchange important information about child development and school expectations.  相似文献   

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