Effectiveness of an Intervention Program for Six-Year-Olds: A Summer-School Model

Autor/inn/en	Bekman, Sevda; Aksu-Koc, Ayhan; Erguvanli-Taylan, Eser
Titel	Effectiveness of an Intervention Program for Six-Year-Olds: A Summer-School Model
Quelle	In: European Early Childhood Education Research Journal, 19 (2011) 4, S.409-431 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2011.623508
Schlagwörter	School Readiness; Intervention; Multilingualism; Numeracy; Young Children; Program Effectiveness; Foreign Countries; Language Skills; Literacy; Models; Summer Schools; Summer Programs; Thinking Skills; Turkish; Preschool Education; Quasiexperimental Design; Pretests Posttests; Comparative Analysis; Listening Comprehension; Mothers; Educational Attainment; Parent Background; Vocabulary Development; At Risk Persons; Statistical Analysis; Indo European Languages; Turkey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Mehrsprachigkeit; Multilingualismus; Rechenkompetenz; Frühe Kindheit; Ausland; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Analogiemodell; Summer school; Sommerkurs; Denkfähigkeit; Türkisch; Pre-school education; Vorschulerziehung; Hörverständnis; Mother; Mutter; Bildungsabschluss; Bildungsgut; Elternhaus; Wortschatzarbeit; Risikogruppe; Statistische Analyse; Indoeuropäisch; Türkei
Abstract	This study reports on the evaluation of a "summer pre-school model" as an intervention measure. A 10-week program was designed to increase the school readiness of Turkish children from disadvantaged and multilingual environments by supporting their cognitive and linguistic skills during the summer prior to the start of school. The intervention consisted of a Pre-school Education Program with a special focus on Turkish language, pre-literacy and pre-numeracy skills. The evaluation study was carried out on its first implementation in a southeastern province of Turkey where it was attended by bilingual six-year-olds. A pre-post, control-group, quasi experimental design was used with 92 intervention trained and 93 non-trained control children from the same neighborhoods. Compared to the control children the intervention children scored significantly higher on post-test measures of pre-literacy and pre-numeracy skills, and on measures of syntactic knowledge and story comprehension. The results also revealed the importance of the educational level of the mother for progress in language skills. The findings indicate the overall short-term effectiveness of the program and of the summer pre-school model as a primary prevention strategy that aims to bring children at risk to a higher level of school readiness. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10