An Investigation of Head Start Preschool Children's Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic. EdWorkingPaper No. 22-555

Autor/inn/en	Lynch, Kathleen; Lee, Monica; Loeb, Susanna
Institution	Annenberg Institute for School Reform at Brown University
Titel	An Investigation of Head Start Preschool Children's Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic. EdWorkingPaper No. 22-555
Quelle	(2022), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Preschool Education; Preschool Children; Low Income Groups; Federal Programs; Pandemics; COVID-19; School Readiness; Executive Function; Numeracy; Emergent Literacy; Alphabets; In Person Learning; Comparative Analysis; Scores; Computer Assisted Testing; Parent Participation; Attendance; Parent Child Relationship; Parent Attitudes; Achievement Gains; Rating Scales; Tests; Nevada; New Jersey; Pennsylvania; Wisconsin + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Readiness for school; School ability; Schulreife; Rechenkompetenz; Frühleseunterricht; Buchstabenschrift; Elternmitwirkung; Anwesenheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Achievement gain; Leistungssteigerung; Rating-Skala; Examination; Prüfung; Examen
Abstract	The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year, using a novel virtual assessment methodology. Study children (N = 336; mean age = 51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. However, study children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills, growth not outside the general range of that observed in pre-pandemic research studies. For two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01