Ready to Learn? Children's Pre-Academic Achievement in Pre-Kindergarten Programs

Autor/inn/en	Howes, Carollee; Burchinal, Margaret; Pianta, Robert; Bryant, Donna; Early, Diane; Clifford, Richard; Barbarin, Oscar
Titel	Ready to Learn? Children's Pre-Academic Achievement in Pre-Kindergarten Programs
Quelle	In: Early Childhood Research Quarterly, 23 (2008) 1, S.27-50 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2007.05.002
Schlagwörter	Learning Readiness; Preschool Education; Teacher Qualifications; Kindergarten; Program Development; School Readiness; State Programs; Academic Achievement; Achievement Gains; Social Development; Educational Quality; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lernbereitschaft; Pre-school education; Vorschulerziehung; Lehrqualifikation; Programmplanung; Readiness for school; School ability; Schulreife; Regierungsprogramm; Schulleistung; Achievement gain; Leistungssteigerung; Soziale Entwicklung; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n=2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher-child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10