When Does 1 + 1 Not Equal 2? The Relative Advantage of Public School-Based Pre-K versus Head Start for Low-Income Children's Kindergarten Cognitive and Self-Regulatory Skills

Autor/inn/en	Johnson, Anna D.; Schochet, Owen N.; Martin, Anne; Castle, Sherri; Horm, Diane; Phillips, Deborah A.
Titel	When Does 1 + 1 Not Equal 2? The Relative Advantage of Public School-Based Pre-K versus Head Start for Low-Income Children's Kindergarten Cognitive and Self-Regulatory Skills
Quelle	In: Developmental Psychology, 58 (2022) 5, S.848-865 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Anna D.) ORCID (Schochet, Owen N.) ORCID (Martin, Anne) ORCID (Castle, Sherri) ORCID (Horm, Diane) ORCID (Phillips, Deborah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001335
Schlagwörter	Low Income Students; Preschool Education; Disadvantaged Youth; Thinking Skills; Self Control; Kindergarten; School Readiness; Literacy; Mathematics Skills; Public Schools; Outcomes of Education; Peer Influence; Transitional Programs; Federal Programs; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Denkfähigkeit; Selbstbeherrschung; Readiness for school; School ability; Schulreife; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Public school; Öffentliche Schule; Lernleistung; Schulerfolg
Abstract	Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation skills. This is an important question, because in many communities Head Start and school-based pre-k programs provide competing early education options for low-income 4-year-olds, leaving policymakers, educators, and parents wondering which pathway best promotes the mix of skills predictive of success in elementary school. Only one study--conducted prior to significant recent demographic and policy changes affecting early education and focused exclusively on cognitive outcomes--has addressed this question. We extend that work with contemporary data on 362 low-income children to assess the relative advantages for both kindergarten cognitive and self-regulatory skills of 2 years of Head Start before kindergarten versus transitioning from Head Start to school-based pre-k at age 4. The child sample was evenly split by gender and diverse in race/ethnicity (50% Hispanic/Latinx; 36% Black; 7% White). Results showed that children who transitioned after 1 year of Head Start to school-based pre-k at age 4 showed marginally higher kindergarten literacy (d = 0.13) and significantly greater math (d = 0.18) skills than children who remained in Head Start for a second year, but there were no significant differences in kindergarten self-regulatory skills. Implications for contemporary, pressing policy issues are discussed. [The Tulsa SEED Study Team contributed to the writing of this article.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01