Enrollment in Public-Prekindergarten and School Readiness Skills at Kindergarten Entry: Differential Associations by Home Language, Income, and Program Characteristics

Autor/inn/en	Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A.
Titel	Enrollment in Public-Prekindergarten and School Readiness Skills at Kindergarten Entry: Differential Associations by Home Language, Income, and Program Characteristics
Quelle	(2020), (46 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Preschool Children; Kindergarten; Enrollment; School Readiness; Low Income Students; Bilingual Students; Family Characteristics; Native Language; Family Income; Academic Achievement; Executive Function; Self Control; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Einschulung; Readiness for school; School ability; Schulreife; Familieneinkommen; Schulleistung; Selbstbeherrschung; Soziale Entwicklung; Gefühlsbildung
Abstract	The present study examined differences in school readiness skills in the fall of kindergarten between pre-K attendees and non-attenders (n = 2,581) among children in a large, diverse county. Also considered was the extent to which skills associated with pre-K enrollment varied as a function of children's background characteristics and features of their pre-K program. Results revealed pre-K attenders demonstrated better academic and executive function skills in the first months of kindergarten than non-attenders; no consistent differences were detected for teachers' reports of children's socioemotional adjustment. Differences in academic skills and self-regulation associated with attendance in pre-K were largest for dual language learners and children from the lowest-income families. Children enrolled in private pre-K programs demonstrated less optimal socioemotional skills at kindergarten entry. [This paper will be published in "Early Childhood Research Quarterly."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01