Literaturnachweis - Detailanzeige
| Autor/inn/en | Duncan, Robert J.; Schmitt, Sara A.; Burke, Maura; McClelland, Megan M. |
|---|---|
| Titel | Combining a Kindergarten Readiness Summer Program with a Self-Regulation Intervention Improves School Readiness |
| Quelle | (2018), (40 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1016/j.ecresq.2017.10.012 |
| Schlagwörter | Kindergarten; Young Children; School Readiness; Summer Programs; Self Control; Early Intervention; Outcomes of Education; Academic Achievement; Numeracy; Literacy; At Risk Students; Oregon |
| Abstract | Self-regulation and academic skills in kindergarten are strong predictors of later achievement. However, many children enter kindergarten without adequate levels of these skills, often because of limited participation in early childhood education. The current study examined a kindergarten readiness summer program (Bridge to Kindergarten; B2K) that served children with no prior preschool experience. The first study goal was to examine the effects of adding a self-regulation intervention to the B2K program on children's self-regulation, math, and literacy. The second study goal was to compare changes in self-regulation, math, and literacy during the kindergarten transition period for children attending the B2K program with the intervention to expected development. Results from a randomized trial indicated that children who participated in the B2K program that included the self-regulation intervention experienced more gains in self-regulation relative to children who participated in the B2K program alone. There were no significant effects on math or literacy at the end of the program. However, when examining change during the kindergarten transition period, participation in the B2K program with the self-regulation intervention was associated with improved growth in self-regulation, math, and literacy into the fall of kindergarten compared to expected development. Collectively, the findings suggest a kindergarten readiness summer program that incorporates a self-regulation intervention leads to improved school readiness in children at higher risk for later school difficulties. [This paper was published in "Early Childhood Research Quarterly" v42 p291-300 2018.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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