Ecological Contexts and Early Learning: Contributions of Child, Family, and Classroom Factors during Head Start, to Literacy and Mathematics Growth through First Grade

Autor/inn/en	Hindman, Annemarie H.; Skibbe, Lori E.; Miller, Alison; Zimmerman, Marc
Titel	Ecological Contexts and Early Learning: Contributions of Child, Family, and Classroom Factors during Head Start, to Literacy and Mathematics Growth through First Grade
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 2, S.235-250 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.11.003
Schlagwörter	Disadvantaged Youth; Mathematics Skills; Grade 1; Family Influence; Student Characteristics; Family Characteristics; Classroom Environment; Early Intervention; At Risk Students; Literacy Education; Mathematics Achievement; Reading Skills; Kindergarten; Preschool Education; Predictor Variables; Language Skills; Interpersonal Competence + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Klassenklima; Unterrichtsklima; Mathmatics sikills; Mathematical ability; Reading skill; Lesefertigkeit; Pre-school education; Vorschulerziehung; Prädiktor; Language skill; Sprachkompetenz; Interpersonale Kompetenz
Abstract	The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data collection effort that assessed children's developing skills as well as their family and classroom environments. Longitudinal growth models revealed that Head Start children began their academic careers well below their more advantaged peers in literacy and mathematics, although by the end of first grade, their scores were nearly on par with national averages. Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains. Results highlight key foundations and specific promotive factors of early school success for the nation's most disadvantaged children. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10