Literaturnachweis - Detailanzeige
Autor/inn/en | McWayne, Christine M.; Green, Linnie E.; Fantuzzo, John W. |
---|---|
Titel | A Variable- and Person-Oriented Investigation of Preschool Competencies and Head Start Children's Transition to Kindergarten and First Grade |
Quelle | In: Applied Developmental Science, 13 (2009) 1, S.1-15 (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8691 |
Schlagwörter | Early Intervention; Disadvantaged Youth; Kindergarten; Grade 1; Interpersonal Competence; Young Children; Longitudinal Studies; Academic Achievement; Interpersonal Relationship; Preschool Children; Urban Schools; Correlation; Predictor Variables; Low Income Groups; Minority Groups; African American Students; Mathematics Achievement; Science Achievement; Study Habits; Profiles; Age Differences; At Risk Students Benachteiligter Jugendlicher; School year 01; 1. Schuljahr; Schuljahr 01; Interpersonale Kompetenz; Frühe Kindheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Prädiktor; Ethnische Minderheit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Study behavior; Study behaviour; Studienverhalten; Charakterisierung; Profilanalyse; Age; Difference; Age difference; Altersunterschied |
Abstract | The present longitudinal study employed two distinctive approaches (variable-oriented and person-oriented) to examine low-income children's academic and social functioning across the important transition from pre-k to first grade. Participants included 152 former urban Head Start children. Variable-oriented and person-oriented approaches were hypothesized to contribute complementary information for purposes of whole-child assessment. Analyses revealed distinct and significant relationships between the variable-oriented preschool dimensions and person-oriented profiles and kindergarten and first grade outcomes. Findings support the use of both approaches for analyzing the interactive and predictive relationships of social and cognitive skills during early childhood. Implications for early intervention practice and policy are discussed. (Contains 2 footnotes, 6 tables and 1 figure.) (As Provided). |
Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |