How Do Pre-Kindergarteners Spend Their Time? Gender, Ethnicity, and Income as Predictors of Experiences in Pre-Kindergarten Classrooms

Autor/inn/en	Early, Diane M.; Iruka, Iheoma U.; Ritchie, Sharon; Barbarin, Oscar A.; Winn, Donna-Marie C.; Crawford, Gisele M.; Frome, Pamela M.; Clifford, Richard M.; Burchinal, Margaret; Howes, Carollee; Bryant, Donna M.; Pianta, Robert C.
Titel	How Do Pre-Kindergarteners Spend Their Time? Gender, Ethnicity, and Income as Predictors of Experiences in Pre-Kindergarten Classrooms
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 2, S.177-193 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.10.003
Schlagwörter	African American Children; Ethnicity; Family Income; Preschool Education; Kindergarten; Gender Differences; Preschool Children; Predictor Variables; Racial Differences; Achievement Gap; Learning Activities; Minority Group Children; Hispanic American Students; Socioeconomic Influences; Gender Bias; Racial Bias + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Ethnizität; Familieneinkommen; Pre-school education; Vorschulerziehung; Geschlechterkonflikt; Pre-school age; Preschool age; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschule; Prädiktor; Rassenunterschied; Lernaktivität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sozioökonomischer Faktor; Geschlechterstereotyp; Racial discrimination; Rassismus
Abstract	The current paper considers how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income, based on the assumption that how time is spent in pre-kindergarten is relevant for the programs' success in narrowing achievement gaps. Classroom observations of 2061 children in 652 pre-k programs in 11 states were analyzed. Findings indicated that the pre-kindergarten day was roughly equally divided among free choice, teacher-assigned activities, and meals/routines. Children spent much of their time in language/literacy, social studies, and art, and less time in math and gross motor activities. Much of the pre-k day was spent in "no coded learning activity." Children in classes with lower proportions of Latino and African American children and higher average income-to-need ratios were generally engaged in richer and more stimulating experiences. The child-level variables of ethnicity and income were generally unrelated to how children spent their time, above and beyond the effects of classroom-level ethnicity and income. There were generally small, but significant gender differences--always in the gender-stereotyped direction--in how time was spent, especially during free choice time. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10