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Autor/inn/en | Johnson, Anna D.; Schochet, Owen N.; Martin, Anne; Castle, Sherri; Horm, Diane; Phillips, Deborah A. |
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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 |
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) 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 |