A Variable- and Person-Oriented Investigation of Preschool Competencies and Head Start Children's Transition to Kindergarten and First Grade

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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