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1.
ABSTRACT

Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States.  相似文献   

2.
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   

3.
ABSTRACT

Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children’s learning. While some researchers have argued these two priorities are counter-related, research demonstrates the potential to embed these goals through play-based pedagogies. The purpose of this paper is to explore how kindergarten teachers leverage assessment practices, particularly Assessment as Learning (AaL), to support children learning within play-based classrooms. Centrally, we argue that a focus on AaL and self-regulation might be the fulcrum that hinges play-pedagogies with standards-based education and assessment mandates, helping to diminish the divide between these two priorities. Data are drawn from 20 kindergarten classrooms via initial interviews, observations and video-elicitation teacher interviews. Findings identify how kindergarten teachers are productively using assessment to promote learner independence within play-based classrooms.  相似文献   

4.
Abstract

The qualitative Early Childhood research project analyzes how children, aged five to six years, talk about the dimensions of diversity they recognize in their kindergarten and how two kindergartens in Austria deal with diversity. The children talk about age, gender, size, language, religion, different countries of origin, and skin colors. With regard to the kindergarten organization, there is a tendency toward normativity in dealing with some dimensions of diversity. Religious education may contribute to develop safe and brave spaces where differences are allowed and discrimination against children is avoided.  相似文献   

5.
Abstract

In the Netherlands many pupils in grade one have difficulties in beginning reading. Approximately 7.5% of all children do not succeed in learning to read well enough to be able to proceed to the following school‐year together with the other pupils. These children either have to repeat a year or have to go back to kindergarten; alternatively, they are referred to special education. These children are called ‘reading drop‐outs’.  相似文献   

6.
Abstract

Data from the National Household Education Survey (1993) were used to examine parents' conceptions of kindergarten readiness and home-learning activities. Parents reported reading to their children an average of several days each week; a majority of children watched educational television programs such as Sesame Street. African American and Hispanic parents, and other parents of color, were significantly more likely than Caucasian parents to express concerns about their childís readiness for kindergarten. However, Caucasian parents were significantly more likely than other parents to comment that they would delay sending their child to kindergarten until he or she was older. Parent concerns about their child's kindergarten readiness were unrelated to learning activities and educational television viewing at home.  相似文献   

7.
Abstract

We examined how emotional and communication functioning at kindergarten predicted the academic trajectories of refugee children. Drawing from a population-based Canadian cohort, the study followed 629 refugee children from age 5 to 13 and (i) modeled kindergarten, Grade 4, and Grade 7 academic trajectories via group-based trajectory modeling and (ii) investigated to what extent teacher ratings of kindergarten emotional and communication functioning predicted academic trajectory group membership. Three groups were identified: ‘Average’ (n?=?438), ‘Declining’ (n?=?119), and ‘Low-But-Improving’ (n?=?72) groups. Logistic regression analyses revealed that, in comparison to the Average trajectory, lower emotional functioning at kindergarten was associated with an increased likelihood of a Declining academic trajectory, whereas lower communication functioning at kindergarten was associated with a greater likelihood of a Low-But-Improving trajectory (versus an Average trajectory). The findings indicate that refugee children are more likely to overcome early communication challenges versus emotional challenges to achieve academically, and this has important implications for early mental health support.  相似文献   

8.
Abstract

The purpose of this study was to identify, examine, and compare attitudes of kindergarten and primary teachers toward beginning reading instruction in kindergarten. A questionnaire was devised, and teachers were asked to indicate the importance, to kindergarten children, of certain reading skills, concepts, and activities; to designate which kindergarten children should engage in reading activities; and to specify the parent's role. Forty-two of 61 questionnaires were returned. Chi-square values were calculated to compare attitudes of primary and kindergarten teachers. Comments were examined and compiled. The writer concluded that most teachers were interested in and valued reading instruction in kindergarten, but that primary teachers would tend to approach such instruction more formally than kindergarten teachers.  相似文献   

9.
ABSTRACT

This study used Early Childhood Longitudinal Study–Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7–8 points higher. There was significant variability in the home and classroom learning environments of Black, Latino, and White children and associations with these children's mathematics scores. Nevertheless, reading at home was a significant predictor for spring mathematics scores for all groups. If children started kindergarten proficient in mathematics, the Latino-White mathematics gap, after controlling for home and classroom factors and other covariates, was no longer significant. However, the Black–White mathematics gap remained significant. If children did not start kindergarten proficient in mathematics, both the Latino–White and Black–White mathematics gaps remained significant.  相似文献   

10.
ABSTRACT

Even though studies of the accessibility of digital technologies in educational contexts have become progressively more extensive, understanding children’s motive for play or for learning is essential for identifying the way they relate to touch technology. This research paper seeks to understand the relation between the motive for play and the motive for learning when iPads are introduced into a grade one class in the Saudi Arabian education setting, where there is no custom for the use of digital technologies (five children, age range 5.5 (6 years old; n=80 hours of video observations; n=12 hours of children and class teacher interviews). The teacher put in place a new learning configuration involving the iPads, and by studying how the children interpret this new situation it is possible to see what factors influence the development of their motive for play to their motive for learning. The findings are important for the Saudi context, but also for early years teachers generally because it gives insights into how digital tools can act as a vehicle through which learning can be enhanced.  相似文献   

11.
BackgroundSchool-based child abuse prevention programs were created to provide knowledge so that children can recognize abuse, teach skills that decrease children’s risk for abuse, normalize the disclosure process, and provide a pathway for children who may be experiencing abuse to report the abuse.ObjectiveThe purpose of this study was to explore school and program factors that trainers in a school-based prevention program believed were associated with disclosure among youth from kindergarten through 12th grade.Participants and settingThis study is based on eighteen trainers and administrators who work with the Play it Safe!® school-based program in Dallas-Fort Worth area.MethodsUsing the qualitative case study method, in-depth interviews were conducted.ResultsData analysis revealed three factors that influenced disclosure: school, school personnel, and program features. The school-related factor was time allotted to the training. The school personnel-related factors were disengagement, ambiguity concerning abuse, prior history with children, and professionals’ personal history of abuse. Finally, the program-related factors were the core messages of the training, providing specific examples, and repetition of the program. To date, there is a dearth of studies that explore the role that schools and school personnel play in the disclosure process.ConclusionChild abuse has devastating effects on children’s physical, social, emotional, and psychological well-being. Understanding more about schools, personnel, and program-related factors that lead to disclosure, which are more amenable to change, is critical to ensuring the safety of children.  相似文献   

12.
ABSTRACT

Primary education is compulsory around the world. This means that around age 5 or 6, millions of children worldwide transition from home or preschool/kindergarten settings into primary school, with the success of this transition shaping school and life trajectories for years to come. Both developmental and environmental factors during early childhood spur tremendous change in children’s executive function (EF), a multi-component process fundamental to self-regulation and overall achievement. Successful self-regulation means that children can master their attention, emotions, and behaviors as they navigate public social spaces including the classroom and playground. Adaptive development of EF and self-regulation are critical, because primary school comes with heightened expectations for children to manage themselves effectively. In this special section of 4 articles that collectively span preschool through 5th grade, we take an integrative, whole-child approach to studying children’s regulatory processes and schooling outcomes. Special section authors explored conceptual frameworks, measurement approaches, and empirical research on the motor and behavioral aspects of self-regulation and their contributions to educational outcomes. Article themes include the importance of precise and nuanced measurement of regulatory processes in addition to academic skills; in-school and out-of-school time as unique contexts for development; multiple interrelated developmental domains important for EF and self-regulation, including visuo-spatial and visuo-motor skills; and the need to synthesize research on EF and self-regulation across developmental domains for efficacious application and interventions. In taking an integrative, whole-child approach to the study of self-regulation and schooling outcomes, these articles represent research that are important parts of the whole.  相似文献   

13.
ABSTRACT

Ethical issues involving young children in research are complex and individual to each child, requiring the researcher to be reflexive and aware of the nature of the child’s participation. This paper draws on the experiences of 16 5- to 7-year-old children, transitioning from kindergarten to first grade in Chile as reported by them through visual participatory research. Integral to the ethical principles were the use of a visual participatory design, a listening framework and the child’s rights perspective. In order to be faithful to the research design proposed, different ethical guidelines were revised and followed to ensure protection, anonymity, the right to withdraw and privacy to the children deciding to get involved in the research process. Essential to this work was recognising the child as the most knowledgeable agent in her/his own experiences in order to minimise issues of power and increase children’s awareness during the data collection process. Findings from the study demonstrate different situations in which the researcher’s self-reflexivity can enhance positive outcomes related to ethical issues and young children’s ability to understand the research process, communicate meanings and jointly create new meanings through the tools provided and activities proposed. Ethical challenges and implications for future research with children are discussed.  相似文献   

14.
The effect of the Programed Math Tutorial-programed tutoring in mathematics-on achievement of kindergarten and first grade children was investigated in three field studies. In one, 140 first-graders were tutored; in the second, 136 first-graders were tutored; in the third, 32 kindergarten children were tutored. After a full year of tutoring as a supplement to regular classroom instruction, achievement posttests were administered to these groups and to comparable groups of untutored children. Significant differences favoring the Programed Math Tutorial groups were found in all three field studies.  相似文献   

15.
Research Findings: Using observational data gathered in 730 kindergarten classrooms in 6 states, the present study focuses on the quality of children's learning opportunities in kindergarten classrooms. Findings show that overall, children experience moderate to low levels of quality in the areas of classroom organization and instructional support in kindergarten. Results are also presented in comparison to children's experiences in the pre-kindergarten year. These comparisons indicate that kindergarten children spend a greater proportion of the school day in language arts, math, and whole-group instruction and less time in centers than they do in pre-kindergarten. An examination of predictors of kindergarten classroom quality indicated that program characteristics (i.e., adult–child ratio, length of school day) and teacher psychological variables (i.e., beliefs and depressive symptoms) were stronger predictors of classroom quality than were teacher experience and educational background. Practice or Policy: Findings are discussed in terms of implications for children's academic and social development in kindergarten as well as for kindergarten teacher preparation and development.  相似文献   

16.
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten for unconstrained skills, relative to constrained skills. Only associations between non-public PreK and unconstrained language skills were sustained through the spring of kindergarten. Associations in the fall of kindergarten differed by family income and dual language learner (DLL) status but there was no subgroup variation by the spring of kindergarten. Implications for policy and practice are discussed.  相似文献   

17.
ABSTRACT

As feminist and anti-racist scholars and activists have long known, which stories predominate and which are marginalised is always a question of power and authority – about who is entitled to speak, and who has the authority to decide the meanings of words and actions. Storytelling can be used as a tool for social justice, as exemplified by the international feminist movement Hollaback! and its regional and worldwide struggle to end street harassment and make public spaces accessible for everyone. This article examines the practice of sharing stories within one specific Hollaback! group, highlighting the timeliness of the online storytelling technologies promoted by the movement and considering this work as an example of extra-academic feminist education. The article concludes by questioning to what extent feminists manage to formulate their own localised struggles through storytelling within the feminist movement as a whole.  相似文献   

18.
This article explores the effects of participation during kindergarten in Zippy’s Friends, a 24-week school-based programme to help young people better cope with everyday adversities, on their adaptation to first grade. The experimental group consisted of 140 children in the first year of primary school who had participated in the Zippy’s Friends programme the preceding year when they attended a kindergarten in a different school. Results show that, compared to a control group of 106 children, participation in Zippy’s Friends is related to better adaptation to the transition from kindergarten to first grade. The experimental group was higher in behavioral and emotional adaptation to school, had more positive reactions to the new school environment and used more appropriate and more diversified coping strategies, when compared with the control group. The discussion explores why Zippy’s Friends may be related to better adaptation to transition from kindergarten to first grade.  相似文献   

19.

This article explores elementary children's ideas about insects. The study involved 20 children from each grade level, kindergarten through fifth-grade, for a total of 120 children. The data collection procedure was designed to investigate what an insect means to children, through the use of three different tasks: draw and explain, interview about instances, and the formulation of a general rule. Considering children's responses to the three tasks, I found that their ideas about insects reflect understandings based on physical characteristics of size and shape, arthropod characteristics, insect characteristics, human-insect interactions, life habits of insects, feeding habits of insects, and means of locomotion. Children's understandings are juxtaposed to that of a scientific perspective, elucidating implications for curriculum development and instructional practice.  相似文献   

20.
Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied.

Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance.

Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments.

Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes.

Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children.  相似文献   

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