Integrating Faith-Based Organizations into State-Funded Pre-K Programs: Resolving Constitutional Conflict. Pre-K Policy Brief Series

ERIC Educational Resources Information Center

Goldman, Dan; Boylan, Ellen

2010-01-01

This policy brief addresses federal and state constitutional issues that arise when faith-based organizations participate in state prekindergarten (pre-k) programs and recommends safeguards to ensure that public funding of those programs complies with constitutional principles respecting the separation of church and state and freedom of religion.…

Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills

ERIC Educational Resources Information Center

Weiland, Christina; Yoshikawa, Hirokazu

2013-01-01

Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness,…

Effects of a Prekindergarten Mathematics Intervention on Mathematical Abilities of Preschoolers with Low Socioeconomic Status

ERIC Educational Resources Information Center

DeLoach, Debbie

2012-01-01

Many children who have attended Georgia's prekindergarten programs are unprepared to enter kindergarten and learn a standards-based mathematics curriculum. In addition, a majority of prekindergarten programs in Georgia struggle to provide high quality mathematics instructional support for children. One such program is a childcare center located in…

Kindergarten Readiness Impacts of the Arkansas Better Chance State Prekindergarten Initiative

ERIC Educational Resources Information Center

Hustedt, Jason T.; Jung, Kwanghee; Barnett, W. Steven; Williams, Tonya

2015-01-01

Enrollment in state-funded pre-K programs prior to kindergarten entry has become increasingly common. As each state develops its own model for pre-K, rigorous studies of the impacts of state-specific programs are needed. This study investigates impacts of the Arkansas Better Chance (ABC) initiative at kindergarten entry using a…

A Comparison of State-Funded Pre-K Programs: Lessons for Indiana

ERIC Educational Resources Information Center

Chesnut, Colleen; Mosier, Gina; Sugimoto, Thomas; Ruddy, Anne-Maree

2017-01-01

In order to inform the Indiana State Board of Education's decision-making on Indiana's On My Way Pre-K Pilot program, researchers at the Center for Evaluation and Education Policy (CEEP) at Indiana University compiled existing data on ten states that have implemented pilot pre-Kindergarten (pre-K) programs and subsequently expanded these programs…

The Impact of Pre-Kindergarten Programs on Student Achievement in Mississippi Elementary Schools

ERIC Educational Resources Information Center

Harges, Fletcher B.

2017-01-01

Each of the states bordering Mississippi invests large amounts of money in providing children with state-funded pre-k programs in their public schools. However, Mississippi falls behind these states and does not similarly invest in this effort to provide many of its children with the opportunity to attend state-funded pre-k programs. Because…

25 CFR 39.1100 - Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously...

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously funded by the Bureau. 39.1100 Section 39.1100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1100 Interim fiscal year...

25 CFR 39.1100 - Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously...

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously funded by the Bureau. 39.1100 Section 39.1100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1100 Interim fiscal year...

25 CFR 39.1100 - Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously funded by the Bureau. 39.1100 Section 39.1100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1100 Interim fiscal year...

25 CFR 39.1100 - Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously...

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously funded by the Bureau. 39.1100 Section 39.1100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1100 Interim fiscal year...

25 CFR 39.1100 - Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Interim fiscal year 1980 and fiscal year 1981 funding for pre-kindergarten programs previously funded by the Bureau. 39.1100 Section 39.1100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1100 Interim fiscal year...

Measuring Pre-Kindergarten Teachers' Perceptions: Compliance with the High/Scope Program

ERIC Educational Resources Information Center

Palenzuela, Silvia M.

2004-01-01

The research study examined the relationship between pre-kindergarten teachers' age and years of experience with their perceptions and their actual compliance with the norms of the High/Scope Pre-kindergarten Program. Teachers' perceptions of satisfaction with the supervisory relationship were measured by the Early Childhood Job Satisfaction…

Full-Day Kindergarten: A Look across the States. 50-State Review

ERIC Educational Resources Information Center

Parker, Emily; Diffey, Louisa; Atchison, Bruce

2016-01-01

Research indicates that a high-quality, full-day kindergarten experience is a crucial component to setting students up for ongoing academic success, yet vast differences exist in the quality of kindergarten programs and how they are funded across the states. As states continue to develop strong pre-kindergarten (pre-K) programs, many are also…

Do State Pre-K Programs Improve Children's Pre-Literacy and Math Learning? Evaluation Science Brief

ERIC Educational Resources Information Center

National Forum on Early Childhood Program Evaluation, 2008

2008-01-01

"Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study "An Effectiveness-Based Evaluation of Five State Pre-Kindergarten Programs" (V. C. Wong, T. D. Cook, W. S. Barnett, and K. Jung.) States have high aspirations for…

The Relationship between Attending a Pennsylvania Pre-K Counts Prekindergarten Program and Future Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Kindergarten

ERIC Educational Resources Information Center

Zegarski, Cassandra Marie

2017-01-01

The benefits of involvement in early childhood education have been researched from many different perspectives to show how children achieve social, emotional, and academic gains when they participate in a pre-kindergarten program. The purpose of this non-experimental quantitative study was to assess how attending a pre-kindergarten program in a…

Evaluating the Efficacy of a Pre-Kindergarten Program: Transitional Needs of Young Children between Systems of Care and Public Education

ERIC Educational Resources Information Center

Lausch, John Michael

2012-01-01

The purpose of this study was to determine the efficacy of a South Central Pennsylvania public school's pre-kindergarten program in preparing young children for the transition to kindergarten. Despite the growing interest in pre-kindergarten education, no researcher had yet seriously examined the efficacy of providing a minimal amount of…

Meaningful Investments in Pre-K: Estimating the Per-Child Costs of Quality Programs. Pre-K Now Research Series

ERIC Educational Resources Information Center

Gault, Barbara; Mitchell, Anne W.; Williams, Erica

2008-01-01

Pre-kindergarten programs are expanding in states around the nation. Decades of research on the impact of these programs show that high quality standards produce substantial benefits for children, working families, and communities. As state leaders seek to increase investments in pre-k, they face a number of choices and potential tradeoffs that…

Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance: Follow-up of a Randomized Clinical Trial Through 8 Years of Age.

PubMed

Brotman, Laurie Miller; Dawson-McClure, Spring; Kamboukos, Dimitra; Huang, Keng-Yen; Calzada, Esther J; Goldfeld, Keith; Petkova, Eva

2016-12-01

Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. To examine whether ParentCorps delivered as an enhancement to prekindergarten programs in high-poverty urban schools leads to fewer mental health problems and increased academic performance in the early elementary school years. This is a 3-year follow-up study of a cluster randomized clinical trial of ParentCorps in public schools with prekindergarten programs in New York City. Ten elementary schools serving a primarily low-income, black student population were randomized in 2005, and 4 consecutive cohorts of prekindergarten students were enrolled from September 12, 2005, through December 31, 2008. We report follow-up for the 3 cohorts enrolled after the initial year of implementation. Data analysis was performed from September 1, 2014, to December 31, 2015. ParentCorps included professional development for prekindergarten and kindergarten teachers and a program for parents and prekindergarten students (13 two-hour group sessions delivered after school by teachers and mental health professionals). Annual teacher ratings of mental health problems and academic performance and standardized tests of academic achievement in kindergarten and second grade by testers masked to the intervention or control group randomization. A total of 1050 children (4 years old; 518 boys [49.3%] and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the prekindergarten population), with 792 students enrolled from 2006 to 2008. Most families in the follow-up study (421 [69.6%]) were low income; 680 (85.9%) identified as non-Latino black, 78 (9.8%) as Latino, and 34 (4.3%) as other. Relative to their peers in prekindergarten programs, children in ParentCorps-enhanced prekindergarten programs had lower levels of mental health problems (Cohen d = 0.44; 95% CI, 0.08-0.81) and higher teacher-rated academic performance (Cohen d = 0.21; 95% CI, 0.02-0.39) in second grade. Intervention in prekindergarten led to better mental health and academic performance 3 years later. Family-centered early intervention has the potential to prevent problems and reduce disparities for low-income minority children. clinicaltrials.gov Identifier: NCT01670227.

Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance

PubMed Central

Brotman, Laurie Miller; Dawson-McClure, Spring; Kamboukos, Dimitra; Huang, Keng-Yen; Calzada, Esther J.; Goldfeld, Keith; Petkova, Eva

2017-01-01

IMPORTANCE Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. OBJECTIVE To examine whether ParentCorps delivered as an enhancement to prekindergarten programs in high-poverty urban schools leads to fewer mental health problems and increased academic performance in the early elementary school years. DESIGN, SETTING, AND PARTICIPANTS This is a 3-year follow-up study of a cluster randomized clinical trial of ParentCorps in public schools with prekindergarten programs in New York City. Ten elementary schools serving a primarily low-income, black student population were randomized in 2005, and 4 consecutive cohorts of prekindergarten students were enrolled from September 12, 2005, through December 31, 2008. We report follow-up for the 3 cohorts enrolled after the initial year of implementation. Data analysis was performed from September 1, 2014, to December 31, 2015. INTERVENTIONS ParentCorps included professional development for prekindergarten and kindergarten teachers and a program for parents and prekindergarten students (13 two-hour group sessions delivered after school by teachers and mental health professionals). MAIN OUTCOMES AND MEASURES Annual teacher ratings of mental health problems and academic performance and standardized tests of academic achievement in kindergarten and second grade by testers masked to the intervention or control group randomization. RESULTS A total of 1050 children (4 years old; 518 boys [49.3%] and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the prekindergarten population), with 792 students enrolled from 2006 to 2008. Most families in the follow-up study (421 [69.6%]) were low income; 680 (85.9%) identified as non-Latino black, 78 (9.8%) as Latino, and 34 (4.3%) as other. Relative to their peers in prekindergarten programs, children in ParentCorps-enhanced prekindergarten programs had lower levels of mental health problems (Cohen d = 0.44; 95% CI, 0.08–0.81) and higher teacher-rated academic performance (Cohen d = 0.21; 95% CI, 0.02–0.39) in second grade. CONCLUSIONS AND RELEVANCE Intervention in prekindergarten led to better mental health and academic performance 3 years later. Family-centered early intervention has the potential to prevent problems and reduce disparities for low-income minority children. TRIAL REGISTRATION clinicaltrials.gov Identifier: NCT01670227 PMID:27695851

25 CFR 39.1101 - Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in fiscal year 1982. 39.1101 Section 39.1101 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1101 Addition of...

25 CFR 39.1101 - Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in...

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in fiscal year 1982. 39.1101 Section 39.1101 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1101 Addition of...

25 CFR 39.1101 - Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in...

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in fiscal year 1982. 39.1101 Section 39.1101 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1101 Addition of...

25 CFR 39.1101 - Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in fiscal year 1982. 39.1101 Section 39.1101 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1101 Addition of...

25 CFR 39.1101 - Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in...

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true Addition of pre-kindergarten as a weight factor to the Indian School Equalization Formula in fiscal year 1982. 39.1101 Section 39.1101 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Pre-kindergarten Programs § 39.1101 Addition of...

Parent Involvement Affects Children's Cognitive Growth.

ERIC Educational Resources Information Center

Irvine, David J.; And Others

As part of a longitudinal study of the New York State Experimental Prekindergarten Program, the effect of degree of parental involvement in the program on children's cognitive development was examined. Parent involvement included employment in the program, school visits, home visits by school personnel, group meetings, and incidental contacts such…

Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study

ERIC Educational Resources Information Center

Peisner-Feinberg, Ellen; Schaaf, Jennifer; LaForett, Dore

2013-01-01

Georgia has one of the few state-funded universal pre-kindergarten programs in the United States, with the aim of providing pre-k services to all 4-year-olds whose families want their children to participate in the program, regardless of family income level. In the 2011-2012 school year, Georgia's Pre-K Program served a total of over 94,000…

PRE-KINDERGARTEN CURRICULUM.

ERIC Educational Resources Information Center

BAYLOR, RUTH M.; AND OTHERS

IN THE PREKINDERGARTEN CLASSROOM, THE YOUNG CHILD DEVELOPS POSITIVE ATTITUDES TOWARD SCHOOL, ADULTS, AND FELLOW CLASSMATES. THESE ARE THE FOUNDATIONAL LEARNINGS UPON WHICH REST HIS FUTURE ATTITUDES TOWARD EDUCATION AND SOCIETY. AMONG THE IMPORTANT GOALS OF A PREKINDERGARTEN PROGRAM ARE THE BROADENING OF INTELLECTUAL HORIZONS, THE STIMULATION OF…

Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills.

PubMed

Weiland, Christina; Yoshikawa, Hirokazu

2013-01-01

Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

The State of State Prekindergarten Standards in 2003.

ERIC Educational Resources Information Center

Neuman, Susan B.; Roskos, Kathleen; Vukelich, Carol; Clements, Douglas

Currently, an increasing number of states support school readiness programs, recognizing that high quality early childhood education positively affects all children's success in school and the quality of their future. Recent federal initiatives, including Good Start Grow Smart, the revised guidance for the Child Care and Development Fund (CCDF)…

Promoting School Readiness in Oklahoma

ERIC Educational Resources Information Center

Gormley, William T., Jr.; Gayer, Ted

2005-01-01

The results of the research, conducted on Oklahoma's universal Pre-kindergarten (Pre-k) program, on children of Tulsa Public Schools (TPS), the largest school district in the state to increase the school readiness are presented.

Disproportionate Representation in Placements of Preschoolers with Disabilities in Five Southern States

ERIC Educational Resources Information Center

Morrier, Michael J.; Gallagher, Peggy A.

2011-01-01

Special education placements for more than 69,000 preschoolers with disabilities were examined within and across five southern states. Data were gathered from the 2007 December 1st Child Count reported to the U.S. Department of Education. All states examined offered state-funded prekindergarten programs. Analyses compared disproportionate…

Instructional Effectiveness in a Pre-Kindergarten Program: A Pupil Appraisal and Program Evaluation Model.

ERIC Educational Resources Information Center

Whitney, Edward N.; And Others

In studies conducted in the Baltimore City Public Schools by the Office of Pupil and Program Monitoring and Appraisal (OPPMA), pre-kindergarten pupils were found to be "growing scholastically". A program, Early School Admissions Program (ESAP) was based on nine objectives established to prepare pre-schoolers for "reading…

Children's Growth and Classroom Experiences in Georgia's Pre-K Program: Findings from the 2011-2012 Evaluation Study. Executive Summary

ERIC Educational Resources Information Center

Peisner-Feinberg, Ellen; Schaaf, Jennifer; LaForett, Dore

2013-01-01

Georgia has one of the few state-funded universal pre-kindergarten programs in the United States, with the aim of providing pre-k services to all 4-year-olds whose families want their children to participate in the program, regardless of family income level. In the 2011-2012 school year, Georgia's Pre-K Program served a total of over 94,000…

The Effects of Universal Pre-K in Oklahoma: Research Highlights and Policy Implications. CROCUS Working Paper.

ERIC Educational Resources Information Center

Gormley, William T., Jr.; Phillips, Deborah

Oklahoma is one of three states to offer a free prekindergarten (pre-K) program to all students in participating school districts on a voluntary basis. Fortuitous circumstances in Tulsa, Oklahoma, the state's largest school district, permitted an unusually rigorous evaluation of the pre-K program in Tulsa. Because 4-year-olds beginning pre-K and…

Learning through Culture in the Prekindergarten Education Program.

ERIC Educational Resources Information Center

McClellan, J. Mahealani; Levin, Paula F.

1992-01-01

Describes ways in which Hawaii's Kamehameha Prekindergarten Education Program (PREP) considers culture in developing program components. PREP makes connections to the home culture an ongoing process. Incorporating culture into educational activities for preschoolers occurs in three areas: making connections through familiar materials, language,…

School Community Education Program in New York City 1985-86: Volume II. OEA Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn. Office of Educational Assessment.

During 1985-86 the School Community Education Program (also known as the Umbrella Program), funded by the New York State Legislature, provided a variety of educational and training experiences to some 25,871 participants, including pre-kindergarten children and their parents; and students, teachers and supervisors from kindergarten through grade…

Review of Education-Focused Health Impact Assessments Conducted in the United States

ERIC Educational Resources Information Center

Gase, Lauren N.; DeFosset, Amelia R.; Gakh, Maxim; Harris, Celia; Weisman, Susan R.; Dannenberg, Andrew L.

2017-01-01

Background: Health impact assessment (HIA) provides a structured process for examining the potential health impacts of proposed policies, plans, programs, and projects. This study systematically reviewed HIAs conducted in the United States on prekindergarten, primary, and secondary education-focused decisions. Methods: Relevant HIA reports were…

A Classroom Collaborative Strategy Designed To Improve Oral Motor Skill Deficits in Developmentally Delayed Pre-Kindergarten Students.

ERIC Educational Resources Information Center

Hoffman, Lorri J.

This practicum report describes the design and implementation of an oral motor program to increase the verbal communication skills of seven pre-kindergarten children with developmental delays, including hypotonia in oral motor development with moderate to severe articulation difficulties. Collaborative planning by the pre-kindergarten special…

Strengthening and Expanding Prekindergarten in the Children First Reorganization

ERIC Educational Resources Information Center

Boressoff, Todd

2012-01-01

This policy brief examines the infrastructure needed to support early education at the Department of Education in the coming years. The Department's newly announced reform agenda will reshape how prekindergarten is managed. It's goal is to help inform the decisions the City must make to integrate an expanding prekindergarten program into Children…

Linking Home-Based Child Care and State-Funded Preschool: The Community Connections Preschool Program (Illinois Action for Children). Evaluation Phase 1-Implementation Study

ERIC Educational Resources Information Center

Forry, Nicole; Anderson, Rachel; Zaslow, Martha; Chrisler, Alison; Banghart, Patti; Kreader, J. Lee

2011-01-01

The Community Connections preschool program (herein referred to as Community Connections) was developed to help prepare children in home-based child care for success in school and in life. It has three goals: (1) to make state prekindergarten classroom experiences available to children in home-based care, (2) to extend classroom learning…

Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.

The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects…

Pennsylvania's Pre-Kindergarten Crisis: A Crime Prevention Tragedy.

ERIC Educational Resources Information Center

2003

Noting that at-risk children who attend high quality early childhood care and pre-kindergarten programs are less likely to commit delinquent or criminal behaviors than children denied access to such programs, this report presents information on the effectiveness of such programs for preventing crime and argues that Pennsylvania can prevent crime…

Comparing Universal and Targeted Pre-Kindergarten Programs. Research Brief

ERIC Educational Resources Information Center

Dotterer, Aryn M.; Burchinal, Margaret; Bryant, Donna; Early, Diane; Pianta, Robert C.

2012-01-01

This study compared universal (available to all children) and targeted (offered only to children with specific risk factors) Pre-Kindergarten programs. Results showed that two aspects of structural quality (e.g., hours per day and teacher education) were higher in universal programs, but process quality (e.g., child interactions and feedback) was…

Examining Computational Skills in Prekindergarteners: The Effects of Traditional and Digital Manipulatives in a Prekindergarten Classroom

ERIC Educational Resources Information Center

Mattoon, Cassandra; Bates, Alan; Shifflet, Rena; Latham, Nancy; Ennis, Sarah

2015-01-01

The authors investigated benefits of digital technology compared with traditional manipulatives in relation to preschoolers' development and learning of computational skills. The sample consisted of twenty four 4-and 5-year old children who attended a half-day prekindergarten program five times a week in a university laboratory school in the…

Children's Kindergarten Outcomes and Program Quality in the North Carolina Pre-Kindergarten Program: 2013-2014 Statewide Evaluation

ERIC Educational Resources Information Center

Peisner-Feinberg, Ellen S.; Schaaf, Jennifer M.; Hildebrandt, Lisa M.; Pan, Yi; Warnaar, Bethany L.

2015-01-01

The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and…

Prekindergarten Head Start Year End Report 1974-1975.

ERIC Educational Resources Information Center

Toll, Sherran

The Philadelphia Prekindergarten Head Start Program is a child development program for three- and four-year old children from low-income families funded through the Philadelphia Anti-Poverty Action Commission. The approach stresses an interacting and multidisciplinary attempt to improve the child's physical and emotional health, his family…

Standards for Implementing Quality Prekindergarten Education.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Instruction.

These standards are provided to promote the achievement of excellence in Maryland's public school prekindergarten programs. To that end, this document delineates standards of quality and provides a list of indicators that concretely describe what a program will look like if the standards are being met. The standards and indicators address seven…

Early Care and Education: Policy Considerations for Ensuring High-Quality Pre-K Programs

ERIC Educational Resources Information Center

Best, Jane; Cohen, Courtney

2013-01-01

Interest in early care and education (ECE), also referred to as an early childhood education, has escalated in recent years. The interest is bipartisan, as evidenced by the multiple ECE-related bills already introduced by the 113th Congress. Further, 39 states have implemented prekindergarten (pre-K) programs. In 2013, 27 governors mentioned ECE…

Georgia's Pre-K Professional Development Evaluation: Final Report. Publication #2015-02

ERIC Educational Resources Information Center

Early, Diane M.; Maxwell, Kelly L.; Skinner, Debra; Kraus, Syndee; Hume, Katie; Pan, Yi

2014-01-01

Georgia has been at the forefront of the pre-kindergarten movement since implementing its pre-k program in 1992 and creating the nation's first state-funded universal pre-k program in 1995. Georgia's Pre-K, administered by "Bright from the Start: Georgia Department of Early Care and Learning" (DECAL), aims to provide high-quality…

Participation during the First Four Years of Tennessee's Voluntary Prekindergarten Program. Issues & Answers. REL 2011-No. 107

ERIC Educational Resources Information Center

Grehan, Anna; Cavalluzzo, Linda; Gnuschke, John; Hanson, Ryan; Oliver, Simon; Vosters, Kelly

2011-01-01

This study examines the first four years of Tennessee's Voluntary Prekindergarten program, directed to four-year-olds eligible for free or reduced-price lunch. It reviews participation levels and trends for the program as a whole, for collaborative partner classrooms, and for student and district subgroups and discusses the geographic distribution…

Children's Readiness Gains in Publically Funded, Community-Based Pre-Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds

ERIC Educational Resources Information Center

Goldstein, Peggy; Warde, Beverly; Peluso, Paul

2013-01-01

Background: Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and "at risk" 3 year old children. Little research exists on the school readiness gains of children participating in these "garden variety" community-based programs. Objective:…

Investing in High Quality Preschool: Lessons from an Urban Setting

ERIC Educational Resources Information Center

Dorman, Rebekah L.; Anthony, Elizabeth; Osborne-Fears, Billie; Fischer, Robert L.

2017-01-01

Large numbers of children of low income families in the United States arrive at kindergarten already far behind their more affluent peers on measures of school readiness. In the absence of any federal preschool policy and amidst alarm about this growing divide, universal prekindergarten (UPK) programs have been launched around the United States,…

Universal PreKindergarten (UPK) Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality

ERIC Educational Resources Information Center

Kemp, Karen A.

2014-01-01

The emergence and establishment of Universal PreKindergarten (UPK) programs in New York school districts have proliferated over the past ten years; nonetheless, limited attention has been paid to the "process quality" dimensions of these programs (Mashburn, Hamre, Downer, Barbarin, Bryant, Burchinal, Early, & Howes, 2008). Existing…

Early Childhood Education, The Year in Review: A Look at 1988.

ERIC Educational Resources Information Center

Hymes, James L., Jr.

This is a report on the happenings in early childhood education in the United States in 1988. Contents focus on: (1) the week, the year, and the decade of the young child; (2) the proposed Act for Better Child Care Services; (3) other child care developments; (4) other early childhood programs; (5) growth of pre-kindergarten programs; (6) the need…

All Our Children Can Make the Grade: A Report on the Illinois Preschool Program, Children at Risk of Academic Failure.

ERIC Educational Resources Information Center

Voices for Illinois Children, Chicago.

Illinois' state-funded preschool program, the Illinois Prekindergarten Program for Children at Risk of Academic Failure, is serving almost 19,000 children in the 1989-90 period on an allocation of 48 million dollars, which was distributed to 184 projects in 353 school districts. The preschool projects serve children of 3-5 years, who are taught…

Early Language Learning for All: Examination of a Prekindergarten French Program in an Inclusion Setting

ERIC Educational Resources Information Center

Regalla, Michele; Peker, Hilal

2015-01-01

This preliminary study examined a prekindergarten multimodal French program conducted for students in an inclusion charter school. Due to the age and varied ability levels of the students, media such as video and songs combined with kinesthetic activities served as the primary instructional approach. Data on children's ability to understand and…

Evaluation of Prekindergarten Head Start. Year End Report, 1975-1976. Report No. 7700.

ERIC Educational Resources Information Center

Toll, Sherran

The Philadelphia Prekindergarten Head Start program is a child development program for three and four-year-old children from low income families which stresses an interacting and multi-disciplinary attempt to improve the child's physical and emotional health, his family relationships, and his abilities to function better as a person. The program…

Impacts of the Boston Prekindergarten Program on the School Readiness of Young Children with Special Needs

ERIC Educational Resources Information Center

Weiland, Christina

2016-01-01

Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and…

The Invisible Children of Migrant and Seasonal Farmworkers in the United States: An Examination of Existing Pre-K Partnerships

ERIC Educational Resources Information Center

Academy for Educational Development, 2009

2009-01-01

The National Migrant and Seasonal Head Start Collaboration Office conducted this small scale study to begin to expand, document and disseminate migrant-specific early learning information and to develop a long-range strategy for addressing/increasing collaboration between MSHS and state Pre-Kindergarten programs serving or having the potential to…

State Initiatives To Promote Early Learning: Next Steps in Coordinating Subsidized Child Care, Head Start, and State Prekindergarten. Full Report.

ERIC Educational Resources Information Center

Schumacher, Rachel; Greenberg, Mark; Lombardi, Joan

While current early education and care funding still reaches only a fraction of preschool children, some states now have considerable experience in coordinating subsidized child care, Head Start, and state prekindergarten initiatives to enhance early education and learning opportunities for young children. Drawing on the experiences of Georgia,…

Pre-K as School Turnaround Strategy

ERIC Educational Resources Information Center

Buenafe, Anthony Q.

2011-01-01

Both state and local school systems, recognizing the strong and growing evidence of pre-kindergarten's effectiveness in closing achievement gaps, are implementing early learning programs as part of their education reform efforts. In low-performing districts, pre-k has emerged as a promising turnaround strategy, reaching children before they become…

The Prekindergarten Age-Cutoff Regression-Discontinuity Design: Methodological Issues and Implications for Application

ERIC Educational Resources Information Center

Lipsey, Mark W.; Weiland, Christina; Yoshikawa, Hirokazu; Wilson, Sandra Jo; Hofer, Kerry G.

2015-01-01

Much of the currently available evidence on the causal effects of public prekindergarten programs on school readiness outcomes comes from studies that use a regression-discontinuity design (RDD) with the age cutoff to enter a program in a given year as the basis for assignment to treatment and control conditions. Because the RDD has high internal…

Teacher-Child Interactions in Voluntary Pre-Kindergarten Programs in Child Care Settings: A Critical Analysis of Barriers and Facilitators

ERIC Educational Resources Information Center

Kim, Seunghee

2008-01-01

We investigated barriers to and facilitators of effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings. An effective teacher-child interaction enables both teachers and children to actively engage in solving the problems they confront in their daily lives. The effective teacher-child interaction relies…

The Systemic Impacts of New York's Universal Pre-Kindergarten Program: A Response to Ackerman, Apple, Barnett, and Goffin

ERIC Educational Resources Information Center

Morrissey, Taryn W.; Lekies, Kristi S.; Cochran, Moncrieff M.

2007-01-01

We thank Debra J. Ackerman, Peggy L. Apple, W. Steven Barnett, and Stacie G. Goffin for their thoughtful commentaries on our article "Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts" (this issue). Our response focuses on two main themes that emerged from the commentaries: (a) the…

An Independent School Library-Classroom-Parent Partnership Program To Encourage Respect, Responsibility, Courtesy, and Caring for Students Prekindergarten through Eighth Grade.

ERIC Educational Resources Information Center

Crowther, Eleanor

A practicum was designed to enhance prekindergarten through eighth grade students' standards of conduct with the assistance of parents, teachers, and the school librarian. Literature themes, discussions, and five special programs were the major components for an 8-month period. Students were encouraged to exhibit positive behaviors, and respect,…

Prekindergarten: Four Selected States Expanded Access by Relying on Schools and Existing Providers of Early Education and Care to Provide Services. Report to Congressional Requesters. GAO-04-852

ERIC Educational Resources Information Center

Shaul, Marnie S.

2004-01-01

For nearly 40 years, the federal government has helped provide early childhood development for children of low-income families through Head Start and other programs. This study examined how Georgia, New Jersey, New York, and Oklahoma expanded their preschool programs for at-risk students to serve more children, focusing on: how programs were…

Prompting All Students to Learn: Examining Dynamic Assessment of Special Needs and Typical Students in a Prekindergarten Inclusive French Program

ERIC Educational Resources Information Center

Regalla, Michele; Peker, Hilal

2017-01-01

This study examined a teacher's prompting strategies and the use of dynamic assessment (DA) in an inclusive prekindergarten French program. Prior research has shown that DA is an effective method to assess both foreign language learning and first language development for typically developing students and for students with special needs, as well as…

Early Childhood Standards of Quality for Prekindergarten through Second Grade.

ERIC Educational Resources Information Center

Michigan State Board of Education, Lansing.

Recognizing the value and need for quality early childhood education programs for children ages four through eight years, the Michigan State Board of Education appointed an ad hoc committee to develop standards of quality. Based on the draft developed by this committee, this standards guide is designed to assist administrators, teachers, and…

Obama Pushes Pre-K, Competitive Grants in Budget

ERIC Educational Resources Information Center

Klein, Alyson

2013-01-01

President Barack Obama's latest budget proposal envisions a sweeping, multi-billion-dollar expansion of prekindergarten programs and doubles down on the administration's strategy of using competitive grants to drive big change in states and districts--all as school districts try to cope with the largest cuts to federal education spending in recent…

Inclusion of Pre-Kindergarten and Other Early Childhood Staff in State Teacher Evaluation Systems. CEELO FastFacts

ERIC Educational Resources Information Center

Connors-Tadros, L.

2014-01-01

Federal Staff from the U.S. Department of Education asked the Center on Enhancing Early Learning Outcomes (CEELO) to provide information on the number of states that include prekindergarten teachers in state teacher evaluation systems. This was a quick turnaround response to a request from the Office of Management and Budget. In response to this…

Actuarial Implications from Pre-Kindergarten Education

ERIC Educational Resources Information Center

Beekman, John; Ober, David

2016-01-01

Great progress has been made in providing pre-kindergarten (pre-K) public education throughout the United States. The percentages of 3- and 4-year-olds enrolled nationally have grown from 3% to 5% and 14% to 29%, respectively, between 2002 and 2015. By 2015, 42 states and the District of Columbia were in varying stages of offering pre-K programs…

Inclusive Prekindergarten Classrooms in a New Era: Exploring the Perspectives of Teachers in the United States

ERIC Educational Resources Information Center

Anderson, Elizabeth McKendry; Lindeman, Karen Wise

2017-01-01

The purpose of this article is to share the results of a qualitative research study designed to shed light on the perspectives of inclusive prekindergarten classroom teachers in the United States. This study used surveys, interviews, and classroom observations to explore understandings of recently adopted learning standards and accountability…

Embracing Our Children: A Report Based on a Forum about Universal Access to Prekindergarten Programs (Pocantico Hills, New York, December 6-8, 2000). Pocantico Paper.

ERIC Educational Resources Information Center

2001

This report is based on a forum on the topic of universal access to prekindergarten programs, "Toward a New Education Framework: Expanding the Boundaries To Include UPK," held in December 2000 with 30 education leaders from Connecticut, New York, South Carolina, and Vermont. The goal of the forum was to provide an opportunity for school…

Leadership Matters: Governors' Pre-K Proposals Fiscal Year 2010

ERIC Educational Resources Information Center

Doctors, Jennifer V.

2009-01-01

In this report, Pre-K Now, a campaign of the Pew Center on the States, evaluates gubernatorial proposals to determine which leaders see voluntary, high-quality pre-kindergarten programs as essential. The news is good: The majority of governors are prioritizing pre-k, and though more modest than in recent years, gubernatorial proposals for FY10…

Using a Weekly Story to Plan Creative Activities and Promote Early Literacy in Preschool

ERIC Educational Resources Information Center

Fowler, Susan A.; Yates, Tweety; Lewman, Beverly

2007-01-01

Early childhood teachers are faced with many more choices and decisions regarding the development of their curriculum than ever before. The development of state standards for young children in prekindergarten (pre-K) programs not only provides guidance but also places demands on content that must be addressed. Finding the time to plan creative…

PK-3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old. Social Policy Report. Volume 19, Number 3

ERIC Educational Resources Information Center

Bogard, Kimber; Takanishi, Ruby

2005-01-01

The United States is as known for its high-quality universities as for its poor-quality public schools. Many states are taking steps to improve the likelihood that their children will succeed in grades K-12 by providing funding for pre-kindergarten (PK). More than $2.4 billion dollars is spent on these programs, and the number of children…

Early Childhood Education: Understanding Pre-Kindergarten and Kindergarten Readiness through Systems Theory

ERIC Educational Resources Information Center

White, James G.

2013-01-01

Scope and Method of Study: This naturalistic inquiry case study explored a selected pre-kindergarten program and the extent of its provision for school readiness through the lens of General Systems Theory. Assessment results from kindergarten students at three separate elementary schools were analyzed, interviews were completed with select early…

Effects of Embedded and Direct Language Strategies on Prekindergarten Students' Cognitive and Social Emotional Development

ERIC Educational Resources Information Center

Dominy, Matthew L.

2012-01-01

The purpose of this study is to measure the effect of a standard of care embedded language strategies program utilized in combination with direct language strategy instruction on the measured expressive language, cognitive development, social emotional development, and language development of prekindergarten students attending three neighborhood…

West Virginia's Progress Toward Universal Prekindergarten. Summary. Issues & Answers. REL 2009-No. 070

ERIC Educational Resources Information Center

Cavalluzzo, Linda; Clinton, Yvette; Holian, Laura; Marr, Linda; Taylor, Lydotta

2009-01-01

The report examines rates of participation in West Virginia's universal, voluntary prekindergarten (PreK) program from 2002-03 to 2006-07. It describes the share of seats provided by collaborative partners and public school systems and analyzes participation rates by demographic and socioeconomic subgroup and county characteristics. Reported…

West Virginia's Progress toward Universal Prekindergarten. Issues & Answers. REL 2009-No. 070

ERIC Educational Resources Information Center

Cavalluzzo, Linda; Clinton, Yvette; Holian, Laura; Marr, Linda; Taylor, Lydotta

2009-01-01

The report examines rates of participation in West Virginia's universal, voluntary prekindergarten (PreK) program from 2002-03 to 2006-07. It describes the share of seats provided by collaborative partners and public school systems and analyzes participation rates by demographic and socioeconomic subgroup and county characteristics. Reported…

Beyond the School Yard: Pre-K Collaborations with Community-Based Partners

ERIC Educational Resources Information Center

Wat, Albert; Gayl, Chrisanne

2009-01-01

Support for publicly funded pre-kindergarten has increased tremendously in recent years as parents, educators and policy makers have come to recognize the many benefits of high-quality early education. As of 2008, 38 states and the District of Columbia invest in pre-k programs, and many school districts are doing so on their own with local and…

Barriers and Opportunities: Helping Smaller Immigrant Communities Access the Illinois Preschool for All Program. Summary Findings from Three Studies

ERIC Educational Resources Information Center

Adams, Gina; McDaniel, Marla

2012-01-01

State prekindergarten initiatives can only succeed if they actually reach at-risk children. This brief summarizes findings from three studies conducted by the Urban Institute. Two studies supported by the McCormick and Joyce Foundations focused on whether smaller immigrant communities in metro Chicago face access barriers to enrolling their…

Predicting Acceptance of Diversity in Pre-Kindergarten Classrooms

ERIC Educational Resources Information Center

Sanders, Kay; Downer, Jason

2012-01-01

This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings…

New York City Universal Prekindergarten Frequently Asked Questions.

ERIC Educational Resources Information Center

Springsteel, Amy; Cooper, Amy

Universal Prekindergarten (UPK) is a New York state early childhood initiative providing 4-year-olds access to comprehensive early childhood education experiences that promote their social-emotional, creative expressive/aesthetic, physical, cognitive, linguistic, and cultural development. The UPK initiative takes the form of a stand-alone program…

A Qualitative Study of Decision Making by First Time Parents for Their Child's Prekindergarten Year Programming

ERIC Educational Resources Information Center

Cronin, Timothy David

2013-01-01

This study sought to gain a better understanding of how participants made decisions regarding placement for their first-born children for the prekindergarten year. The purpose of this research, to explore participants' decision-making process, was guided by the following research question: "How do parents make decisions to select placements…

Some Indicators of Literacy Development in Prekindergarten: A Research Report.

ERIC Educational Resources Information Center

Nurss, Joanne R.

During a 5-month period, an attempt was made to describe the literacy concepts of 12 children 5 years of age who attended a prekindergarten program rich in oral language experiences. Assessments were made in the classroom of the children's concepts of print, phoneme awareness, logo recognition, reading, and writing, through use of (1) the…

A Guide to Cost Allocation Procedures: Implementing Strategies for Universal Pre-Kindergarten.

ERIC Educational Resources Information Center

Russell-Browne, Acquenetta; Lederman, Nancy

This guide is intended to assist community-based providers in New York City who intend to blend universal pre-kindergarten funds with public child care funds, Head Start, preschool special education, or other funds to provide full or extended day early education programs for children. The guide provides information on how to allocate a programs…

Physical Education Curriculum Guide. Pre-Kindergarten, Kindergarten, First Grade, 1977-78.

ERIC Educational Resources Information Center

Duval County Schools, Jacksonville, FL.

Developed for pre-kindergarten, kindergarten, and first grade in Duval County, Jacksonville, Florida, this curriculum guide is for physical education. A description of the suggested yearly program is followed by a list of essential skills to be developed during the year. The greater part of the guide is devoted to sections on (1) movement…

Community-Level Challenges in Implementing a Mixed Delivery Prekindergarten System: A Brief Review of Research and Field Experience. School Community Partnerships Project. Policy Brief I

ERIC Educational Resources Information Center

Stephens, Samuel A.

2014-01-01

Over the past decade, states have dramatically expanded prekindergarten services (Pre-K), given the evidence that high-quality early childhood education can put children on a path to success in school and later life. To support the expansion, most of those states have adopted a mixed delivery system, developing the new educational opportunities in…

Teacher-Child Interactions in Chile and Their Associations with Prekindergarten Outcomes

ERIC Educational Resources Information Center

Leyva, Diana; Weiland, Christina; Barata, M.; Yoshikawa, Hirokazu; Snow, Catherine; Treviño, Ernesto; Rolla, Andrea

2015-01-01

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a)…

Predicting Acceptance of Diversity in Pre-Kindergarten Classrooms. Research Brief

ERIC Educational Resources Information Center

Sanders, Kay; Downer, Jason T.

2013-01-01

Given the increasing ethnic and language diversity within the United States, this study examined practices that acknowledge and promote diversity in pre-Kindergarten classrooms. Findings indicate that acceptance of diversity is a component of positive environments for young children, particularly in classrooms with high poverty levels where there…

Perceived Problems of Public School Prekindergarten Teachers in Florida Related to Demographic Variables.

ERIC Educational Resources Information Center

Micklo, Stephen J.

This study was conducted to identify and validate the work-related problems of public school teachers in Florida's Prekindergarten Early Intervention Program which targets economically at-risk 3- and 4-year olds. The study was designed to answer three questions: (1) What problems are perceived to be most bothersome and occur most frequently? (2)…

Hispanic Families' Perspectives on Using a Bilingual Vocabulary Kit to Enhance Their Prekindergarten Children's Vocabulary Development

ERIC Educational Resources Information Center

Query, Rebecca Robinson; Ceglowski, Deborah; Clark, Patricia; Li, Yongmei

2011-01-01

The purpose of this study was to examine Hispanic families' perspectives on using a prepared kit to enhance their preschoolers' vocabulary development at home. Families enrolled in a public prekindergarten program were provided with a bilingual (English/Spanish) home literacy kit that included ways in which to engage their children in activities…

"MyTeachingPartner--Math/Science" Pre-Kindergarten Curricula and Teacher Supports: Associations with Children's Mathematics and Science Learning

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whittaker, Jessica Vick; Williford, Amanda P.; DeCoster, Jamie; McGuire, Patrick; Lee, Youngju; Kilday, Carolyn R.

2014-01-01

"MyTeachingPartner--Math/Science" ("MTP-MS") is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these…

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

ERIC Educational Resources Information Center

Downer, Jason T.; Pianta, Robert C.; Fan, Xitao; Hamre, Bridget K.; Mashburn, Andrew; Justice, Laura

2011-01-01

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on…

Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2014

ERIC Educational Resources Information Center

Tennessee Higher Education Commission, 2014

2014-01-01

The "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee" complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and…

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs

PubMed Central

Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

2012-01-01

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children’s literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. PMID:23144591

Pulling PreK into a K-12 Orbit: The Evolution of PreK in the Age of Standards

ERIC Educational Resources Information Center

Graue, M. Elizabeth; Ryan, Sharon; Nocera, Amato; Northey, Kaitlin; Wilinski, Bethany

2017-01-01

We might call this decade the era of early childhood. In the US, federal and state governments invest in the creation of public pre-kindergarten (preK) programs and create standards that articulate goals for practice and benchmarks that can be used to evaluate success. How have these trends provided a context for the evolution of preK curriculum?…

Which Early Care and Education Centers Participate in Head Start or Public Pre-Kindergarten? National Survey of Early Care & Education. Technical Report. OPRE Report 2015-92a

ERIC Educational Resources Information Center

Administration for Children & Families, 2015

2015-01-01

This report draws on newly available data from the National Survey of Early Care and Education (NSECE) to describe early care and education (ECE) centers that participate in two prominent publicly-funded ECE initiatives: Head Start and publicly-funded pre-kindergarten. Although a great deal is known about Head Start programs, and there are sources…

Low-income minority fathers' control strategies and children's regulatory skills

PubMed Central

Malin, Jenessa L.; Cabrera, Natasha J.; Karberg, Elizabeth; Aldoney, Daniela; Rowe, Meredith

2015-01-01

The current study explored the bidirectional association of children's individual characteristics, fathers' control strategies at 24-months and children's regulatory skills at pre-kindergarten (pre-K). Using a sample of low-income minority families with 2-year-olds from the Early Head Start Evaluation Research Program (n = 71) we assessed the association between child gender and vocabulary skills, fathers' control strategies at 24-months (e.g., regulatory behavior and regulatory language), and children's sustained attention and emotion regulation at pre-kindergarten. There were three main findings. First, fathers' overwhelmingly use commands (e.g., do that) to promote compliance in their 24-month old children. Second, children's vocabulary skills predict fathers' regulatory behaviors during a father-child interaction, whereas children's gender predicts fathers' regulatory language during an interaction. Third, controlling for maternal supportiveness, fathers' regulatory behaviors at 24-months predict children's sustained attention at pre-kindergarten whereas fathers' regulatory language at 24-months predicts children's emotion regulation at pre-kindergarten. Our findings highlight the importance of examining paternal contributions to children's regulatory skills. PMID:25798496

What Is Appropriate Mathematics Education for Four-Year-Olds?: Pre-Kindergarten Teachers' Beliefs

ERIC Educational Resources Information Center

Lee, Joon Sun; Ginsburg, Herbert P.

2007-01-01

This study explored pre-kindergarten teachers' beliefs about the appropriateness of early mathematics education. Thirty pre-kindergarten teachers of four-year-olds, half working with low-SES children at publicly funded pre-kindergartens and the other half with middle-SES children at private pre-kindergartens, were interviewed concerning written…

Impacts of the Boston prekindergarten program on the school readiness of young children with special needs.

PubMed

Weiland, Christina

2016-11-01

Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and mathematics curricula with coaching-on the language, literacy, mathematics, executive function, and emotional skills of young children with special needs (N = 242). Children with special needs benefitted from the program in all examined domains. Effects were on par with or surpassed those of their typically developing peers. Results are discussed in the context of their relevance for policy, practice, and theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Parent Programs in Pre-K through Third Grade

ERIC Educational Resources Information Center

Magnuson, Katherine; Schindler, Holly S.

2016-01-01

Parents strongly influence their children's development, and prekindergarten and early elementary programs--especially those serving children at risk for low achievement because of their family backgrounds--often feature programming to support parents' role in their children's learning. Despite the prevalence of such programs, however, we have…

34 CFR 200.25 - Schoolwide programs in general.

Code of Federal Regulations, 2013 CFR

2013-07-01

... throughout a school so that all students, particularly the lowest-achieving students, demonstrate proficiency... with §§ 200.25 through 200.29. (f) Prekindergarten program. A school operating a schoolwide program may... improving the entire educational program of the school. (b) Eligibility. (1) A school may operate a...

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.

PubMed

Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E; Treviño, Ernesto; Barata, M Clara; Weiland, Christina; Gomez, Celia J; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit; Arbour, Mary Catherine

2015-03-01

We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Summary of Program Evaluation Results: 1985-1986 School Year Pre-Kindergarten Educational Program.

ERIC Educational Resources Information Center

Heath, Robert W.; And Others

Reported are findings of the 1985-86 program evaluation of the prenatal-to-preschool and preschool programs operating under the auspices of the Kamehameha Schools/Bishop Estate. Evaluation of the prenatal-to-preschool program (the Kupulani Program) included item analysis of the Questions about Pregnancy Test, development of a revised data…

Predicting Second Grade Listening Comprehension Using Prekindergarten Measures

ERIC Educational Resources Information Center

Alonzo, Crystle N.; Yeomans-Maldonado, Gloria; Murphy, Kimberly A.; Bevens, Beau

2016-01-01

Purpose: The purpose of this study was to determine prekindergarten predictors of listening comprehension in second grade. Methods: Within a large, 5-year longitudinal study, children progressing from prekindergarten to second grade were administered a comprehensive set of prekindergarten measures of foundational language skills (vocabulary and…

ECIA Chapter l Evaluation Report Programs for Educationally Deprived Children, September 1983-July 1984.

ERIC Educational Resources Information Center

Turner, W. E.; Riley, Gerald

Education Consolidation Improvement Act (ECIA) Chapter 1 programs were conducted in 29 elementary schools in the Wichita (Kansas) Public Schools during the 1983-1984 school year. Major programs were corrective reading, mathematics, and prekindergarten. Smaller programs for children in neglected and delinquent institutions were conducted. A reduced…

Fee, Fie, Phonemic Awareness: 130 Prereading Activities for Preschoolers.

ERIC Educational Resources Information Center

Hohmann, Mary

Noting that phonemic awareness has been identified as an essential skill that prepares children for reading, this book contains 130 phonemic awareness activities suitable for small-group learning in preschools, prekindergarten programs, Head Start programs, child care centers, and home-based programs. Reflecting the teaching strategies of the…

It Takes a Community

ERIC Educational Resources Information Center

Stephens, Missy

2010-01-01

Tuscaloosa, Alabama, created a prekindergarten program for at-risk children by bringing together the entire community. With donations and volunteer help, the city managed to fund 19 classrooms serving 275 children.

Standing Strong: Maloney Interdistrict Magnet School Japanese Language and Culture Program

ERIC Educational Resources Information Center

Haxhi, Jessica; Yamashita-Iverson, Kazumi

2009-01-01

Maloney Interdistrict Magnet School (MIMS) is the only elementary school in Waterbury that has a world language program and is one of only two elementary Japanese programs in Connecticut. In the past 15 years, more than 1500 students have participated in its Japanese Language and Culture (JLC) Program in grades Prekindergarten through 5th. The JLC…

The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families

PubMed Central

Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.

2010-01-01

This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. We discuss the implications of these findings for pre-kindergarten programs, particularly those designed to reduce the school readiness gaps associated with socio-economic disadvantage. PMID:20411025

Two-Year Impact of a Mindfulness-Based Program on Preschoolers' Self-Regulation and Academic Performance

ERIC Educational Resources Information Center

Thierry, Karen L.; Bryant, Heather L.; Nobles, Sandra Speegle; Norris, Karen S.

2016-01-01

Research Findings: Students experienced a mindfulness program designed to enhance their self-regulation in prekindergarten and kindergarten. At the end of the 1st year of the program, these students showed improvements in teacher-reported executive function skills, specifically related to working memory and planning and organizing, whereas…

A Study of the Relationship between Early Childhood Program Attributes and Early Childhood Reading Achievement

ERIC Educational Resources Information Center

Washington, Novella M.

2012-01-01

This quantitative correlational study focuses on the relationship between early childhood program attributes and early childhood reading success. Data will be gathered from early childhood sites with grades prekindergarten through second grade in which early childhood program attributes exist and early childhood reading is measured by the…

Prenatal to Preschool: An Integrated Approach to School Readiness for Native Hawaiian Children.

ERIC Educational Resources Information Center

Herman, Hannah; And Others

This report outlines the Pre-kindergarten Educational Program (PREP) of Kamehameha Schools Bishop Estate in Hawaii, an integrated early education program serving families with children from the prenatal stage through age 5. The paper first discusses the program's three components and how they adapt to developmental changes in children and…

Success for All®. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"Success for All" ("SFA"®) is a whole-school reform model (that is, a model that integrates curriculum, school culture, family, and community supports) for students in prekindergarten through grade 8. "SFA"® includes a literacy program, quarterly assessments of student learning, a social-emotional development program,…

"Banana Starts with Yellow": Curricular Implications of Preschoolers Missing a Concept

ERIC Educational Resources Information Center

Sylvester, Ruth; Kragler, Sherry

2013-01-01

Despite significant investments over the past decade in the expansion and improvement of preschool programs, too many children, particularly poor children, enter kindergarten behind their peers. Because it is critical that voluntary pre-kindergarten (VPK) classrooms offer educational programs that both address the needs and developmental levels of…

Leadership for Literacy: Research-Based Practice, PreK-3.

ERIC Educational Resources Information Center

Murphy, Joseph

Arguing that students' success almost always depends upon their mastery of literacy during the fundamental prekindergarten through Grade 3 years, this text draws upon 20 years of research to prove the link between effective literacy programs and instructional leadership. This book examines the foundation of highly effective literacy programs in…

REPORT OF JOINT PLANNING COMMITTEE FOR MORE EFFECTIVE SCHOOLS TO THE SUPERINTENDENT OF SCHOOLS.

ERIC Educational Resources Information Center

O'DALY, ELIZABETH C.

THE MORE EFFECTIVE SCHOOLS PROGRAM WILL BE INSTIGATED PRINCIPALLY IN INTEGRATED URBAN SCHOOLS. THE PROGRAM WILL INCLUDE A PREKINDERGARTEN AND NONGRADED PRIMARIES USING THE BEST MATERIALS ADAPTED FOR URBAN USE, INCLUDING CLOSED CIRCUIT TV AS AN AUDIOVISUAL AID. THIS EARLY CHILDHOOD PROGRAM PROVIDES FOR ACCELERATION AS WELL AS REMEDIAL INSTRUCTION.…

Program Validation: Four Case Studies. A Brief Report on Four Projects and Their Experiences Before the Joint Dissemination Review Panel.

ERIC Educational Resources Information Center

Taylor, Nancy, Ed.

In an effort to clearly illustrate the most effective approach when seeking Joint Dissemination Review Panel (JDRP) validation, this report describes four different educational programs. A program involving prekindergarten special students, and a project entailing a systems approach for disadvantaged elementary school students, were awarded…

The Effect of Training Children to Consider Intentions When Making Moral Judgments

ERIC Educational Resources Information Center

Jensen, Larry C.; Hafen, Gregory E.

1973-01-01

Study investigated whether a training program could foster the maturation of moral judgments in prekindergarten children, and the differential effects of two training methods: discussion and verbal discrimination. (Authors/CB)

Pre-K Classroom-Economic Composition and Children's Early Academic Development

ERIC Educational Resources Information Center

Miller, Portia; Votruba-Drzal, Elizabeth; McQuiggan, Meghan; Shaw, Alyssa

2017-01-01

There are currently 2 principal models of publicly funded prekindergarten programs (pre-K): targeted pre-K, which is means-tested, and universal pre-K. These programs often differ in terms of the economic characteristics of the preschoolers enrolled. Studies have documented links between individual achievement in school-age children and the…

The Dollars and Cents of Investing Early: Cost-Benefit Analysis in Early Care and Education

ERIC Educational Resources Information Center

Heckman, James; Grunewald, Rob; Reynolds, Arthur

2006-01-01

Heckman et al. discuss how cost-benefit analysis of prekindergarten education programs demonstrates that the highest per child benefits stem from programs that focus on economically disadvantaged children. Indeed, studies have shown that these children make significant gains in cognition, social-emotional development, and educational performance…

Early Care and Education--What It Costs. Volume 1. Budget Series: Community Pre-K

ERIC Educational Resources Information Center

Child Care, Inc., 2007

2007-01-01

The research on early childhood education is clear: Programs must be of high quality to produce positive outcomes for children. In recent years, educational economists have refined their analysis of "high quality" and identified the core components of successful prekindergarten programs: They employ qualified teachers who are properly…

Pilot Study: A Pediatric Pedestrian Safety Curriculum for Preschool Children.

PubMed

Bovis, Stephanie E; Harden, Taijha; Hotz, Gillian

2016-01-01

To evaluate and implement the WalkSafe Pre-Kindergarten Pedestrian Safety Curriculum. A quasi-experimental pretest-posttest design without a control group was used to measure children's pedestrian safety knowledge. Knowledge assessments consisting of multiple-choice and short-answer questions were administered pre- and post-curriculum implementation by classroom teachers. Knowledge assessments gauged prekindergarten students' knowledge of pedestrian safety activities prior to safety curriculum implementation and, again, after the students received the curriculum. A total of 605 children (aged 3- to 5-year) from 38 prekindergarten classrooms in 16 randomly selected elementary schools participated in the pedestrian safety education pilot program. Subjects were of multiethnic and diverse backgrounds from the Miami-Dade County Public School District. Of the 605 educated subjects, 454 children completed both pre- and posttests. A statistically significant difference was found between pretest knowledge (M = 5.49, SD = 1.54) and posttest knowledge (M = 6.64, SD = 1.35) assessment scores across all 454 subjects, t(452) = -16.22, p < .001, 95% CI [-1.29, -1.01]. Previous studies have shown that classroom-based training of children as young as 4 years old can yield significant improvements in traffic safety knowledge. The statistical findings of the WalkSafe Pre-Kindergarten Pedestrian Safety Curriculum revealed statistically significant improvements in pedestrian safety knowledge of these young children. Future research efforts will focus on longitudinal behavioral changes in these students and an increase in pedestrian safety behaviors (e.g., utilization of crosswalks or sidewalks).

Viewpoint 1. Superbaby Syndrome Can Lead to Elementary School Burnout.

ERIC Educational Resources Information Center

Elkind, David

1987-01-01

Maintains that there is a danger that prekindergarten and kindergarten children may experience learning problems (stress and "educational burnout") in elementary school if they are exposed to developmentally inappropriate teaching methods in early childhood programs. (BB)

The Relationship of Prekindergarten Emergent Literacy Skills between Informal and Formal Assessments

ERIC Educational Resources Information Center

Maben, Monique Agnes

2013-01-01

The National Reading Panel has highlighted the lack of educational opportunities that underprepared prekindergarten students are likely to experience. Traditionally, girls have outperformed boys in reading achievement. Local school districts are concerned with the increase of prekindergarten students who enter the primary grades deficient in…

Attitudes and Beliefs of Prekindergarten Teachers toward Teaching Science to Young Children

ERIC Educational Resources Information Center

Pendergast, Evelaine; Lieberman-Betz, Rebecca G.; Vail, Cynthia O.

2017-01-01

This study explored infield prekindergarten teachers' attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers' previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward…

The Bridge Project: Connecting Home, School, and Community for Mexican Immigrant Children

ERIC Educational Resources Information Center

McElvain, Cheryl Marie

2015-01-01

This study examines the academic and psychosocial effects of the Bridge Project after-school program on 25 prekindergarten through 6th-grade English language learner Mexican immigrant children and their families living in an affordable housing complex in the San Francisco Bay Area. The results of the study show that the program increased the…

Report: Immersion French at Meriden Junior School

ERIC Educational Resources Information Center

Esposito, Marie-Josee

2006-01-01

In this article, the author describes the French immersion program at Meriden Junior School, an Anglican school for girls from pre-Kindergarten to Year 12 in Sydney. Four teachers (one of whom is the coordinator) and three assistants are involved in the program. They include six French native speakers and one non-French-born teacher who speaks…

High-Quality School-Based Pre-K Can Boost Early Learning for Children with Special Needs

ERIC Educational Resources Information Center

Phillips, Deborah A.; Meloy, Mary E.

2012-01-01

This article assesses the effects of Tulsa, Oklahoma's school-based prekindergarten program on the school readiness of children with special needs using a regression discontinuity design. Participation in the pre-K program was associated with significant gains for children with special needs in early literacy scores, but not in math scores. These…

Using Technology to Balance Algebraic Explorations

ERIC Educational Resources Information Center

Kurz, Terri L.

2013-01-01

In 2000, the "National Council of Teachers of Mathematics" recommended that Algebra Standards, "instructional programs from prekindergarten through grade 12 should enable all students to use mathematical models to represent and understand quantitative relationships." In this article, the authors suggest the "Balance"…

ELL School Readiness and Pre-Kindergarten Care

ERIC Educational Resources Information Center

Gottfried, Michael A.

2017-01-01

The increased utilization of non-parental pre-kindergarten care has spurred interest by both researchers and policy makers as to what types of care might be effective at boosting school readiness. Under-developed in the research has been an assessment of the influence of pre-kindergarten care on school readiness for English Language Learners…

Funding quality pre-kindergarten slots with Philadelphia's new 'sugary drink tax': simulating effects of using an excise tax to address a social determinant of health.

PubMed

Langellier, Brent A; Lê-Scherban, Félice; Purtle, Jonathan

2017-09-01

Philadelphia passed a 1·5-cent-per-ounce sweetened beverage tax (SBT). Revenue will fund 10 000 quality pre-kindergarten slots for poor children. It is imperative to understand how revenue from SBT can be used to fund programmes to address education and other social determinants of health. The objective of the present study was to simulate quality pre-kindergarten attendance, educational achievement and sugar-sweetened beverage (SSB) consumption among Philadelphia children and adolescents under six intervention scenarios: (i) no intervention; (ii) 10 000 additional quality pre-kindergarten slots; (iii) a 1·5-cent-per-ounce SBT; (iv) expanded pre-kindergarten and 1·5-cent-per-ounce SBT; (v) a 3-cent-per-ounce SBT; and (vi) expanded pre-kindergarten and 3-cent-per-ounce SBT. We used an agent-based model to estimate pre-kindergarten enrolment, educational achievement and SSB consumption under the six policy scenarios. We identified key parameters in the model from the published literature and secondary analyses of the Panel Study of Income Dynamics - Child Development Supplement. Philadelphia, Pennsylvania, USA. Philadelphia children and adolescents aged 4-18 years. A 1·5-cents-per-ounce tax would reduce SSB consumption by 1·3 drinks/week among Philadelphia children and adolescents relative to no intervention, with larger effects among children below the poverty level. Quality pre-kindergarten expansion magnifies the effect of the SBT by 8 %, but has the largest effect on moderate-income children just above the poverty level. The SBT and quality pre-kindergarten programme each reduce SSB consumption, but primarily benefit different children and adolescents. Pairing an excise tax with a complementary programme to improve a social determinant of health represents a progressive strategy to combat obesity, a disease regressive in its social patterning.

Language and Culture through "SALSA."

ERIC Educational Resources Information Center

Duncan, Greg

2000-01-01

Describes the creation, content, and implementation of SALSA, a program developed to provide elementary school students in pre-kindergarten through second grade with their first experience with Spanish language and culture. After a short introduction in English, SALSA uses only Spanish for instruction. (Author/VWL)

ESEA Title I Migrant. Final Technical Report.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

The 1981-82 Austin (Texas) Independent School District Title I Migrant Program consisted of seven components: three instructional components--prekindergarten, communication skills, and summer school; and four support components--health services, parental involvement, migrant student record transfer system (MSRTS), and evaluation. The major…

The Young Child Learns: A Guide for Four-Year-Olds.

ERIC Educational Resources Information Center

Corpus Christi Independent School District, TX.

The purpose of this teaching guide is to orient preschool teachers to the unique needs and abilities of the four-year-old child and to offer a suggested program of pre-kindergarten activities. Specific capabilities characteristic of the four-year-old are listed, followed by the scope of the preschool program in the areas of cognitive development,…

Do KS/BE Preschools Help Hawaiian Children Succeed in the Public Schools?

ERIC Educational Resources Information Center

Heath, Robert W.; Plett, Jerald D.

Presented are results of the tracking of the 1985-86 cohort of preschool alumni of the Kamehameha Schools/Bishop Estate (KS/BE) as they entered and completed kindergarten in the 1986-87 school year. During the 1985-86 program year, 100 preschoolers were enrolled in the KS/BE Pre-kindergarten Education Program at five sites. An additional group of…

Evaluation of Professional Development in the Use of Arts-Integrated Activities with Mathematics Content: Findings about Program Implementation

ERIC Educational Resources Information Center

Ludwig, Meredith Jane; Mengli, Song; Kouyate-Tate, Akua; Cooper, Jennifer E.; Phillips, Lori; Greenbaum, Sarah

2014-01-01

In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse…

Identifying and Living Leadership in the Lives of Prekindergarten through 4th-Grade Girls: The Story of One Intentional Leadership Identity Development Program

ERIC Educational Resources Information Center

Bailey, Darlyne; Hufford, Mariandl M. C.; Emmerson, Melissa S.; Eckert, Sarah Anne

2017-01-01

Cultivating leadership identity early in a child's development is crucial. This article examines the development of an intentional leadership identity development program for young girls. Using participatory action research (PAR), faculty and students from a college school of social work and administrators and teachers from a suburban…

Reflections of Diverse Voices: A Narrative Study Exploring the Relationship between Multicultural Dual Language Experiences and Cultural Competence

ERIC Educational Resources Information Center

Tinsley, Helen M.

2017-01-01

The purpose of this qualitative, narrative inquiry was to explore and analyze the narrative stories of native English speaking adults who matriculated through a multicultural, dual language program from prekindergarten to 6th grade to understand the influence of the program on their lives, and the relationship between those experiences and their…

The Impact of Reading Expressiveness on the Listening Comprehension of Storybooks by Prekindergarten Children

ERIC Educational Resources Information Center

Mira, William A.; Schwanenflugel, Paula J.

2013-01-01

Purpose: The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4- and 5-year-old prekindergarten children. The possible impact of prosody on listening comprehension was explored. Method: Ninety-two prekindergarten children (M age = 57.26 months, SD = 3.89 months) listened to an…

Music--A Resource Guide for Standards-Based Instruction.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This guide is designed to provide guidance to New York state school districts and teachers to help students achieve the music standards. Teachers throughout New York state met to compile these field-tested lesson plans, teaching strategies, assessments, and resources for teachers of students in pre-kindergarten through grade 12, in all areas of…

Class Size, Pre-Kindergarten, and Educational Adequacy: Costs and Funding Options for Florida. Policy Brief.

ERIC Educational Resources Information Center

Harris, Douglas N.

2004-01-01

Since 1998, Florida voters have passed three amendments that pressure state officials to increase education spending. The 1998 amendment introduced constitutional language establishing the importance of education to the state and its citizens, requiring "adequate provision?for a uniform, efficient, safe, secure, and high quality system of free…

Securing the Future of New York's Children: Taking the Next Steps toward Truly Universal Prekindergarten

ERIC Educational Resources Information Center

Rebell, Michael A.; Wolff, Jessica R.

2014-01-01

With the strong leadership of Governor Andrew Cuomo, solid support from the state legislature, the Regents, and the New York State Education Department, and the unwavering commitment of Mayor Bill de Blasio of New York City, New York State has made significant strides over the past year in expanding access to high-quality full-day prekindergarten…

Going to Scale with High-Quality Early Education

ERIC Educational Resources Information Center

Christina, Rachel; Nicholson-Goodman, JoVictoria

2005-01-01

This report is an initial effort to describe efforts of a number of states that are seeking to create statewide systems of high-quality pre-kindergarten services, as well as some of the progress they have made in doing so. Focusing on the efforts of a sample of eight U.S. states, it examines the policy choices that states have made when…

Small-Group Phonological Awareness Training for Pre-Kindergarten Children with Hearing Loss Who Wear Cochlear Implants and/or Hearing Aids

ERIC Educational Resources Information Center

Werfel, Krystal L.; Douglas, Michael; Ackal, Leigh

2016-01-01

This case report details a year-long phonological awareness (PA) intervention for pre-kindergarten children with hearing loss (CHL) who use listening and spoken language. All children wore cochlear implants and/or hearing aids. Intervention occurred for 15 min/day, 4 days per week across the pre-kindergarten school year and was delivered by…

Improving Social Skills in Young Children

ERIC Educational Resources Information Center

Brodeski, Jennifer; Hembrough, Meghan E.

2007-01-01

This report describes a program designed to decrease students' undesired behaviors. Undesired behaviors addressed include tattling, hitting, kicking, biting and pinching. A review of existing literature revealed these behaviors affected all aspects of the classroom. The sample population consisted of two sessions of at-risk pre-kindergarten and…

Pre-K Physical Education: Universal Initiatives and Teacher Preparation Recommendations

ERIC Educational Resources Information Center

Ross, Susan M.

2013-01-01

The "National Physical Activity Plan", as well as professional and government agencies (NASPE, 2008a; US Department of Health and Human Services, 2000) acknowledge pre-kindergarten (pre-K) children should be part of comprehensive school physical activity initiatives anchored in quality physical education programming. These…

Helping Families Succeed in Two Worlds.

ERIC Educational Resources Information Center

Murray, Vivian

Kamehameha Schools' Prekindergarten Educational Program (PREP) was started in 1978 to prepare at-risk Hawaiian families and their children for success in school. PREP's direct services include: (1) parent-infant educational services, including home visits to help parents prepare for a new baby and later learn appropriate child development…

Overview Snapshot Observational Technique (OSOT): Administration Manual Experimental Research Form.

ERIC Educational Resources Information Center

Coller, Alan R.

Overview Snapshot Observational Technical (OSOT) is specifically designed to allow users to obtain both pictorial and categorical data related to the transactions in context component of early childhood (prekindergarten and kindergarten) educational programs. Such information is especially useful in operations calling for descriptive evaluation.…

Two Kinds of Kindergarten After Four Types of Head Start.

ERIC Educational Resources Information Center

Miller, Louise B.; Dyer, Jean L.

Results are reported at the end of the second year of a 3-year comparison of four prekindergarten programs: Bereiter-Engelmann, DARCEE, Montessori and Traditional. A number of classes in each program style were used with 246 four-year-olds in Head Start. Children were tested early in the year, at the end of the year, and at the end of kindergarten…

The Transition from Prekindergarten to Kindergarten for Children with and without Disabilities: Comparing Engagement and Value Ratings of Prekindergarten and Kindergarten Teachers in Transition-to-Kindergarten Activities

ERIC Educational Resources Information Center

Tepe, Jennifer Harris

2012-01-01

Transition to kindergarten is defined as an important milestone for young children. Transition from prekindergarten to kindergarten sets the stage for formal school. Academic success, parental involvement and teacher-to-teacher support are all the building blocks to future success for children with and without disabilities. As educators and…

Career Development and Universal Prekindergarten: What Now? What Next? Working Paper Series.

ERIC Educational Resources Information Center

Vecchiotti, Sara

Noting that concerns about the qualifications, turnover, diversity, and compensation of the early childhood workforce are growing as more children attend private and public preschool programs, the Foundation for Child Development convened a meeting to explore early childhood workforce issues surrounding career development of the workforce serving…

Pennsylvania Pre-K Counts: End of Year Report, 2009-2010

ERIC Educational Resources Information Center

Pennsylvania Department of Education, 2010

2010-01-01

Pennsylvania Pre-K Counts was created to provide research-based, high quality pre-kindergarten opportunities to at-risk children across the commonwealth by leveraging the existing early education services in schools, Keystone STARS child care programs, Head Start, and licensed nursery schools. The standards are high and the accountability…

Early Learning: Birth to Third Grade Continuum. Annotated Bibliography

ERIC Educational Resources Information Center

Hite, Jenny

2014-01-01

Recent studies indicate that persistent achievement gaps among children begin as early as 18 months, years before most publicly funded prekindergarten programs offer enrollment. Early childhood development necessitates more than access to pre-K at age four. Proper brain development requires adequate nutrition, access to quality healthcare, and…

Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Scott Foresman-Addison Wesley Elementary Mathematics" is a core mathematics curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The curriculum…

Lessons in Fundraising

ERIC Educational Resources Information Center

Chandler, Steve; Thompson, Barbara

2007-01-01

As state and federal legislatures increase scrutiny and further constrain allocation of tax revenues for education, the need for educational institutions to generate money from other public and private sources becomes increasingly important. Educators from pre-kindergarten through college are now frequently asked to take active roles in generating…

Coming Home to Preschool: The Sociocultural Context of Early Education. Advances in Applied Developmental Psychology, Volume 7.

ERIC Educational Resources Information Center

Roberts, Richard N., Ed.

This collection of articles describes an interdisciplinary cooperative effort in the context of PREP (Prekindergarten Education Program) intervention. The PREP began with the intention of developing a culturally competent education system for Hawaiian children and their families. An introductory chapter "Applied Research and Program…

Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Scott Foresman-Addison Wesley Elementary Mathematics" is a core curriculum for students at all ability levels in prekindergarten through grade 6. The program supports students' understanding of key math concepts and skills and covers a range of mathematical content across grades. The What Works Clearinghouse (WWC) reviewed 12 studies on…

An Effective Approach to Developing Function-Based Interventions in Early Childhood Classrooms

ERIC Educational Resources Information Center

Wood, Brenna K.; Ferro, Jolenea B.

2014-01-01

Due to the unique features of early childhood classrooms, teachers routinely modify the social and physical environment to support children with mild to moderate challenges. Yet despite their access to behavioral consultants, school-based prekindergarten programs are more likely to expel young children from their classroom settings compared with…

2006 Public Opinion Survey on Education in Indiana

ERIC Educational Resources Information Center

Plucker, Jonathan A.; Spradlin, Terry E.; Zapf, Jason S.; Chien, Rosanne W.

2007-01-01

The 2006 Public Opinion Survey on Education in Indiana gauged the attitudes and perceptions of a representative sample of Hoosiers on such key educational issues as kindergarten and pre-kindergarten programs, No Child Left Behind and P.L. 221, school funding and taxes, teacher quality, school choice and charter schools, and the achievement gap in…

The Dawn of Development: A Guide for Educating Young Children with Visual Impairments. Volume II: Program Manual.

ERIC Educational Resources Information Center

Trask, Susan; And Others

The manual describes instructional materials for visually impaired children at the prereadiness, readiness, and academic levels (prekindergarten through primary grades). Chapter I, which surveys instructional materials, contains a listing of materials by curricular areas (including communication, math, and daily living); a listing of materials in…

New Beginnings: Using Federal Title I Funds to Support Local Pre-K Efforts. Federal Policy Series

ERIC Educational Resources Information Center

Gayl, Chrisanne L.; Young, Marci; Patterson, Kathy

2009-01-01

High-quality, voluntary pre-kindergarten has emerged as an important policy to improve the nation's education system. Based on strong evidence from rigorous longitudinal research and recent program evaluations, reform-minded principals, superintendents, school board members and other leaders have embraced early education as an effective strategy…

Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning

ERIC Educational Resources Information Center

Gibson, Karen M.

2010-01-01

Many factors affect attitudes toward reading, including parent and other caretaker support, sibling attitudes, school and library programs, curriculum and instruction, and, of course, teachers. While working with preservice teachers pursuing licensure in pre-kindergarten through adolescent education, it became evident that the students had many…

Parental Perceptions of STEM Enrichment for Young Children

ERIC Educational Resources Information Center

Tay, Juliana; Salazar, Alissa; Lee, Hyeseong

2018-01-01

Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception (N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and…

Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children's School Readiness

ERIC Educational Resources Information Center

Pianta, Robert; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Williford, Amanda; LoCasale-Crouch, Jennifer; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine

2017-01-01

Research Findings: Effects on children's school readiness were evaluated for 2 interventions focused on improving teacher-student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year.…

Pre-K: Shaping the System That Shapes Children. Civic Bulletin No. 42

ERIC Educational Resources Information Center

Goldsmith, Stephen; Meyer, Rhonda

2006-01-01

In 2006, states will add almost one billion additional education tax dollars to their budgets as politicians in more than twenty states consider moving toward a Universal Prekindergarten (UPK) system. Although a spirited debate has taken place over the advantages to children of a pre-K education, there has been little or no debate on how, rather…

The Condition of Education 2017. NCES 2017-144

ERIC Educational Resources Information Center

McFarland, Joel; Hussar, Bill; de Brey, Cristobal; Snyder, Tom; Wang, Xiaolei; Wilkinson-Flicker, Sidney; Gebrekristos, Semhar; Zhang, Jijun; Rathbun, Amy; Barmer, Amy; Bullock Mann, Farrah; Hinz, Serena

2017-01-01

"The Condition of Education 2017" is a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 50 indicators on topics ranging from prekindergarten through postsecondary…

Meaningful Professional Development: A Personal Journey

ERIC Educational Resources Information Center

Shore, Rebecca Ann

2012-01-01

This article shares a personal story of the evolution of professional development in practice in K-12 schools from three states over a 30 year period. The article begins with reference to general subject area life awarded teaching credentials and concludes with the addition of language addressing prekindergarten, specifically the inclusion of…

Understanding School Violence: Fact Sheet

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2008

2008-01-01

In the United States, an estimated 55 million students are enrolled in pre-kindergarten through twelfth grade. Another 15 million students attend colleges and universities across the country. While U.S. schools remain relatively safe, any amount of violence is unacceptable. Parents, teachers, and administrators expect schools to be safe havens of…

Assessment for Preschool Science Learning and Learning Environments

ERIC Educational Resources Information Center

Brenneman, Kimberly

2011-01-01

Although interest in preschool science is not new in the United States, this area of learning is enjoying renewed attention among those concerned with prekindergarten education and with improving scientific literacy and achievement among the nation's citizens. Despite the increased interest and funding investment in early science education and the…

Arts Education Policy Lessons Learned from the Southeastern College Art Conference

ERIC Educational Resources Information Center

Brewer, Thomas M.

2009-01-01

This article provides functional, moderate, and constructive arts education policy lessons drawn from the development of two Southeastern College Art Conference (SECAC) visual arts education policy statements over the past fifteen years. These lessons can help formulate action-oriented school, district, state, and national pre-kindergarten-20…

Using Computers in Early Childhood Classrooms: Teachers' Attitudes, Skills and Practices

ERIC Educational Resources Information Center

Chen, Jie-Qi; Chang, Charles

2006-01-01

To better prepare early childhood teachers for computer use, more information about their current skills and classroom practices is needed. Sampling from a large metropolitan public school system in the USA, the study surveyed 297 state pre-kindergarten teachers, gathering information about their attitudes, skills, and instructional methods…

School Psychologists' Experiences with Teacher-to-Student Mistreatment

ERIC Educational Resources Information Center

Lyles, Sharon R. Brown

2014-01-01

The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…

Federal Funds for Public Child Care: Boon or Bust?

ERIC Educational Resources Information Center

Garrett, Larry N.; Garrett, C. Joanne

This pamphlet discusses issues related to the question of whether and how the federal government should finance prekindergarten public child care. Specifically, several policy statements are explored: (1) Financial apparatus should include input from federal, state, and local levels; (2) There should be local autonomy in management/implementation…

Evaluation of a Kindergarten Diagnostic Assessment Instrument by Gender and Ethnicity.

ERIC Educational Resources Information Center

Miller-Whitehead, Marie

Prekindergarten students (n=1,137) in an ethnically and socioeconomically diverse urban public school took a kindergarten diagnostic assessment in September prior to entry into the regular kindergarten program. The assessment was a pilot version of a longer instrument that had been used at the school for several years. Results were used for…

A bill to direct the Secretary of Education to establish and administer an awards program recognizing excellence exhibited by public school system employees providing services to students in pre-kindergarten through higher education.

THOMAS, 111th Congress

Sen. Murray, Patty [D-WA

2010-07-26

Senate - 07/26/2010 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Walking the Tight Rope: Superintendents Balancing Funding Priorities and Their Effect on Early Childhood

ERIC Educational Resources Information Center

Stover, Judith Ann

2013-01-01

This qualitative case study focused on why rural North Carolina superintendents do or do not consider utilizing pre-kindergarten programming in their public school districts. The primary data sources were interviews of North Carolina school superintendents in rural counties. Review of an e-survey was used to supplement the interview data. The…

Multimodal Instruction in Pre-Kindergarten: An Introduction to an Inclusive Early Language Program

ERIC Educational Resources Information Center

Regalla, Michele; Peker, Hilal

2016-01-01

During the 2013-2014 school year, a charter school in Central Florida (which will be given the pseudonym "The Unity School") known for its practice of full inclusion launched an unconventional project. The Unity School, which serves children from preschool through grade five, began offering foreign language to all pre-kindergarten…

Teaching Social and Emotional Competence in Early Childhood

ERIC Educational Resources Information Center

Richardson, Rita Coombs; Myran, Steve P.; Tonelson, Steve

2009-01-01

This study evaluated the impact of a social skills curriculum on the social behaviors of students in two pre-kindergarten classrooms. Participating were 30 students in a program based at a university child study center. The average age of the participants was four years ten months. The income levels of the families varied from low social economic…

Essential Organizational Supports for Early Education: The Development of a New Survey Tool to Measure Organizational Conditions. Survey Development Brief

ERIC Educational Resources Information Center

Ehrlich, Stacy B.; Pacchiano, Debra M.; Stein, Amanda G.; Luppescu, Stuart

2016-01-01

Decades of research evidence indicate that high-quality early education can positively affect the learning trajectories of disadvantaged young children. However, despite significant investments to improve what happens in the classroom, publicly funded pre-kindergarten programs continue to display instructional quality that is too weak to prepare…

Decision-Making Process of Parents Choosing a Voluntary Pre-Kindergarten Program

ERIC Educational Resources Information Center

Pullen, Barksdale McPherson, III.

2012-01-01

Across the spectrum of educational choices, from preschool to college, parents find themselves in a position of making the appropriate school choice for their children. The implications for those choices can be far reaching, not only for the children, but also for the family itself. How do parents select a particular school for their children?…

Getting Ready for School: Palm Beach County's Early Childhood Cluster Initiative

ERIC Educational Resources Information Center

Spielberger, Julie; Baker, Stephen; Winje, Carolyn

2008-01-01

This publication reports findings from the second year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…

Success for All[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Success for All" ("SFA")[R] is a comprehensive school reform model that includes a reading, writing, and oral language development program for students in pre-kindergarten through grade eight. Its underlying premise is that all children can and should be reading at grade level by the end of third grade and then remain at grade…

Development, Validation, and Evaluation of Literacy 3D: A Package Supporting Tier 1 Preschool Literacy Instruction Implementation and Intervention

ERIC Educational Resources Information Center

Greenwood, Charles R.; Abbott, Mary; Beecher, Constance; Atwater, Jane; Petersen, Sarah

2017-01-01

Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support teacher implementation. Reported is the iterative development of Literacy 3D, an enhanced support…

A Prekindergarten Curriculum Supplement for Enhancing Mainstream American English Knowledge in Nonmainstream American English Speakers

PubMed Central

Rosin, Peggy

2016-01-01

Purpose The purpose of this study was to evaluate the efficacy of a curriculum supplement designed to enhance awareness of Mainstream American English (MAE) in African American English- (AAE-) speaking prekindergarten children. Method Children in 2 Head Start classrooms participated in the study. The experimental classroom received the Talking and Learning for Kindergarten program (Edwards, Rosin, Gross, & Chen, 2013), which used contrastive analysis to highlight morphological, phonological, and pragmatic differences between MAE and AAE. The control classroom received the Kindness Curriculum (Flook, Goldberg, Pinger, & Davidson, 2014), which was designed to promote mindfulness and emotional self-regulation. The amount of instruction was the same across the 2 programs. Both classrooms participated in pre- and posttest assessments. Results Children in the experimental classroom, but not the control classroom, showed significant improvement in 3 norm-referenced measures of phonological awareness and in an experimental measure that evaluated comprehension of words that are ambiguous in AAE, but unambiguous in MAE, because of morphological and phonological differences between the 2 dialects. Conclusion Although more research needs to be done on the efficacy of the Talking and Learning for Kindergarten program, these results suggest that it is possible to enhance AAE-speaking children's awareness of MAE prior to kindergarten entry. PMID:27096218

Classroom Quality at Pre-kindergarten and Kindergarten and Children’s Social Skills and Behavior Problems

PubMed Central

Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.

2016-01-01

Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children’s social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children’s first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives. PMID:26949286

Exploring Pre-K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications. Research Report. ETS RR-16-14

ERIC Educational Resources Information Center

De Bruin-Parecki, Andrea; Slutzky, Carly

2016-01-01

Currently in the United States, 50 states, 5 territories, and the District of Columbia have established prekindergarten (pre-K) age 4 learning standards that are intended to outline skills and knowledge that set children on a path to success in kindergarten and upcoming grades. These standards are emphasized as a centralizing force in early…

Chartering Pre-K: How Natural Synergies between the Charter and Pre-K Movements Can Improve Public Education. Viewpoint

ERIC Educational Resources Information Center

Mead, Sara

2010-01-01

Both the charter school and universal pre-K movements have grown substantially during the past 10 years. Nearly 5,000 charter schools now exist in 40 states and the District of Columbia, serving some 1.6 million students--up from 2,300 schools serving 580,000 students only a decade ago. The growth in state pre-kindergarten enrollments has…

Pre-Kindergarten Scale.

ERIC Educational Resources Information Center

Flynn, Tim

This 25-item scale for rating prekindergarten children concerns personal and cognitive skills. Directions for using the scale are provided. Personal skills include personal hygiene, communication skills, eating habits, relationships with the teacher, peer relations, and personal behavior. Cognitive skills rated are verbal skills, object…

American Cooperative Schools in Bolivia. The Ball State Report.

ERIC Educational Resources Information Center

Dunworth, John

Four American Cooperative Schools in Bolivia are surveyed in this document in connection with a project to provide inservice development in the form of graduate courses, workshops, and consultantships. The four schools were 1) the American Cooperative School in La Paz, serving children of all nationalities from prekindergarten through grade 12…

Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

ERIC Educational Resources Information Center

Gibson, Charles

2016-01-01

Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still…

Dialogue on Early Childhood Science, Mathematics, and Technology Education.

ERIC Educational Resources Information Center

American Association for the Advancement of Science, Washington, DC.

Educators, scholars, and researchers in the United States convened at the Forum on Early Childhood Science, Mathematics, and Technology Education to discuss how, when, and even if science, mathematics, and technology should be taught to pre-kindergarten children. The product of that forum, this book summarizes some of the latest thinking about…

Establishing and Sustaining an Effective Pre-Kindergarten Math Intervention at Scale

ERIC Educational Resources Information Center

Klein, Alice; Starkey, Prentice; DeFlorio, Lydia; Brown, E. Todd

2012-01-01

Educators are increasingly concerned about the low level of mathematics performance of U.S. students on the TIMSS and other international assessments of mathematics (National Mathematics Advisory Panel, 2008) as well as their insufficient preparation for mathematics standards, such as the Common Core State Standards. Students from low-income and…

"Reform Agenda" in New York

ERIC Educational Resources Information Center

McNeil, Michele

2007-01-01

This article reports how New York Gov. Eliot Spitzer is dangling billions of dollars in extra aid and the promise of universal prekindergarten in front of his state's public schools--along with the prospect of mandated performance contracts for districts, and the threat that local boards and superintendents could be ousted and hundreds of schools…

How Florida's Voters Enacted UPK When Their Legislature Wouldn't.

ERIC Educational Resources Information Center

Hampton, Jim

In 2002, Florida voters placed on the ballot through petition and passed a state constitutional amendment mandating universal prekindergarten (UPK) for all 4-year-olds beginning in 2005; it was the nation's first voter-initiated, mandated UPK. This case study examines Florida's successful UPK campaign. The report highlights the leadership of David…

Dale Avenue School Early Childhood Education Center Project. Research Bulletin, Volume I, No. 2, February 1971.

ERIC Educational Resources Information Center

Paterson Board of Education, NJ.

Described is an on-going 1970-71 urban early childhood education project serving 120 pre-kindergarten and 120 kindergarten culturally disadvantaged children in Paterson, New Jersey. Discussed are the program rationale based on the importance of preschool experience and the need for a model demonstration project. Purposes of the special project are…

Does Accreditation Matter? School Readiness Rates for Accredited versus Nonaccredited Child Care Facilities in Florida's Voluntary Pre-Kindergarten Program

ERIC Educational Resources Information Center

Winterbottom, Christian; Piasta, Shayne B.

2015-01-01

Accreditation is a widely accepted indicator of quality in early education and includes many of the components cited in broad conceptualizations of quality. The purpose of this study was to examine whether kindergarten readiness rates differed between Florida child care facilities that were and were not accredited by any relevant national…

To direct the Secretary of Education to establish and administer an awards program recognizing excellence exhibited by public school system employees providing services to students in pre-kindergarten through higher education.

THOMAS, 111th Congress

Rep. Titus, Dina [D-NV-3

2009-05-12

Senate - 03/16/2010 Received in the Senate and Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status Passed HouseHere are the steps for Status of Legislation:

The Unfolding of a Pre-Kindergarten Program for Four Year Olds.

ERIC Educational Resources Information Center

Bouchard, Ruth Ann; Mackler, Bernard

This report provides an in-depth description of an early (1965) Head Start classroom for 4-year-olds in Harlem, New York City. It is based on direct, in-class observation, but standardized tests and interviews were also utilized. The teacher is described in terms of her role in the preschool, and her behavior in interaction with children and…

Education for Self-Responsibility III: Prevention of HIV/AIDS and Other Communicable Diseases. Curriculum Guide. Prekindergarten-Grade 3.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

This curriculum guide encourages students to learn behaviors that will reduce the potential for HIV infection when confronted with choices at a later age. The curriculum is designed for integration within a comprehensive program of school health education (lessons on communicable disease, including HIV, can be integrated at the preschool through…

Education for Self-Responsibility IV: Nutrition Education Curriculum Guide. Prekindergarten-Grade 4.

ERIC Educational Resources Information Center

Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

This is the first part of a three-part curriculum guide dedicated to improving the nutritional status of children and adolescents as well as inspiring lifetime habits of healthy eating. It is also a total nutrition education program that encompasses nutritional aspects of the child's daily life both at school and at home. Teachers are provided…

Getting Ready for School: Palm Beach County's Early Childhood Cluster Initiative. Executive Summary

ERIC Educational Resources Information Center

Spielberger, Julie; Baker, Stephen; Winje, Carolyn

2008-01-01

This report summarizes findings from the second year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…

Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

PubMed

Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

2010-08-01

Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. Copyright 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children.

PubMed

Mira, William A; Schwanenflugel, Paula J

2013-04-01

The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4- and 5-year-old prekindergarten children. The possible impact of prosody on listening comprehension was explored. Ninety-two prekindergarten children (M age = 57.26 months, SD = 3.89 months) listened to an expressive or inexpressive recording of 1 of 2 similar stories. Story comprehension was tested using assessments of both free recall and cued recall. Children showed statistically significantly better cued recall for the expressive readings of stories compared to the inexpressive readings of stories. This effect generalized across stories and when story length was controlled across both expressive and inexpressive versions. The effect of expressiveness on children's free recall was not significant. Highly expressive readings resulted in better comprehension of storybooks by prekindergarten children. Further, because recordings were used, this effect might be attributed to the facilitation of language processing rather than to enhanced social interaction between the reader and the child.

The Early Childhood Cluster Initiative of Palm Beach County, Florida. Early Implementation Study and Evaluability Assessment. Executive Summary

ERIC Educational Resources Information Center

Spielberger, Julie; Goyette, Paul

2006-01-01

This report summarizes findings from the first year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…

The International Academy for Bilingual Education and Bicultural Studies, Community School District 2, Manhattan. Final Evaluation Report, 1992-93. OER Report.

ERIC Educational Resources Information Center

Lynch, Joanne

This report presents an evaluation of the International Academy for Bilingual Education and Bicultural Studies, an Elementary and Secondary Education Act Title VII-funded project in its third year of operation in 1992-93. The program provided instructional and support services to 74 Chinese- and English-speaking students in 1 pre-kindergarten, 1…

Prediction of Readiness in Kindergarten and Achievement in the First Primary Year. Study Number Two.

ERIC Educational Resources Information Center

University City School District, MO.

A 4-year United States Office of Education prekindergarten-kindergarten series of research studies has provided data useful in predicting school success. The present study compares test scores of the Complete Assessment Battery administered before the children entered kindergarten with scores of the same children on the Metropolitan Readiness…

Handbook for a Commitment to America's Future: A Toolkit for Leaders of State-Level P-16

ERIC Educational Resources Information Center

Business-Higher Education Forum (NJ1), 2005

2005-01-01

This handbook provides P-16 council leaders with a toolkit of background information and proposed procedures for structuring and guiding implementation of Business-Higher Education Forum's (BHEF) proposed action plan. Specifically, it details a four-part nationwide action plan to improve overall pre-kindergarten through high school (P-12)…

Engaging Preservice Teachers and Elementary-Age Children in Transformational Geometry: Tessellating T-Shirts

ERIC Educational Resources Information Center

Shockey, Tod L.; Snyder, Karen

2007-01-01

The Maine Learning Results (MLR) expects the state's students in prekindergarten through grade 2 to describe two-dimensional shapes as well as use positional language. Requiring translations of two-dimensional shapes supports this expectation. Students in grades 3-4 are expected to "use transformations," while students in grade 5-8 are…

Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Studies in Mathematical Thinking and Learning Series

ERIC Educational Resources Information Center

Clements, Douglas H., Ed.; DiBiase, Ann-Marie, Ed.; Sarama, Julie, Ed.

2004-01-01

This book brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's…

Bottle Caps as Prekindergarten Mathematical Tools

ERIC Educational Resources Information Center

Raisor, Jill M.; Hudson, Rick A.

2018-01-01

Early childhood provides a time of crucial growth in all developmental domains. Prekindergarten is an optimal time for young children to use objects of play as a medium to explore new cognitive concepts, including mathematical structure. Mathematical structure plays an important role in providing students a means to reason about mathematics,…

Teacher-Child Relationships in Prekindergarten: The Influences of Child and Teacher Characteristics

ERIC Educational Resources Information Center

Koles, Bernadett; O'Connor, Erin; McCartney, Kathleen

2009-01-01

The purpose of the current study was to investigate child and teacher characteristics associated with closeness and conflict in prekindergarten teacher-child relationships. Child gender and temperament were significantly associated with closeness and conflict. Specifically, higher levels of shyness correlated with closer relationships for boys…

Methods of Analysis and Overall Mathematics Teaching Quality in At-Risk Prekindergarten Classrooms

ERIC Educational Resources Information Center

McGuire, Patrick R.; Kinzie, Mable; Thunder, Kateri; Berry, Robert

2016-01-01

Research Findings: This study analyzed the quality of teacher-child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: "MyTeachingPartner-Math." Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment…

Pre-Kindergarten Teachers' Use of Transition Practices and Children's Adjustment to Kindergarten

ERIC Educational Resources Information Center

LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C.

2008-01-01

This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten…

Emergent Motivation to Read in Prekindergarten Children

ERIC Educational Resources Information Center

Zheng, Guoguo; Schwanenflugel, Paula J.; Rogers, Samantha M.

2016-01-01

This study aimed to develop and validate a measure of emergent reading motivation designed for prekindergarten children, called the Emergent Reading Motivation Scale (ERMS). The development of the ERMS was to overcome the limitation that current existing reading motivation measures are not developmentally appropriate for young children. Fifty-six…

The Influential Interactions of Pre-Kindergarten Writers

ERIC Educational Resources Information Center

Kissel, Brian; Hansen, Jane; Tower, Holly; Lawrence, Jody

2011-01-01

This article examines six years of ethnographic research in Robyn Davis's pre-kindergarten classroom in the USA. Using a theoretical framework to embed writing within a social semiotic that is multimodal and has social intent (Street, 2003), the authors show how children used interactions during writing to create various written products. Three…

From higher order thinking to higher order behavior: exploring the relationship between early cognitive skills and social competence in black boys.

PubMed

Scott, Kristin M; Barbarin, Oscar A; Brown, Jeffrey M

2013-01-01

This study examines the relations of higher order (i.e., abstract) thinking (HOT) skills to specific domains of social competence in Black boys (n = 108) attending publicly sponsored prekindergarten (pre-K) programs. Data for the study were collected as part of the National Center for Early Development and Learning (NCEDL) Multi-State Study, a national, longitudinal study examining the quality and outcomes in a representative sample of publicly sponsored pre-K programs in six states (N = 240). Pre-K and kindergarten teachers rated randomly selected children on measures of abstract thinking, self-regulation, and social functioning at the beginning and end of each school year. Applying structural equation modeling, compared with earlier time points, HOT measured in the fall of kindergarten significantly predicted each of the domains of social competence in the spring of kindergarten, with the exception of peer social skills, while controlling for general cognitive ability. Results suggest that early intervention to improve HOT may be an effective and more focused approach to address concerns about Black boys' early social competencies in specific domains and potentially reduce the risk of later social difficulties. © 2013 American Orthopsychiatric Association.

Prekindergarten and Kindergarten Teachers' Perceptions of Childhood Demographic Determinants and Academic Achievement

ERIC Educational Resources Information Center

Boyle, Melanie Ellen

2013-01-01

The purpose of this study was to examine kindergarten and prekindergarten teachers' perceptions of academic success for children based on the type of care children received prior to beginning kindergarten, as well as other demographics, which could cause variations in academic success. The researcher used a seven section multi-method survey…

NEW EDUCATIONAL MATERIALS, PRE-KINDERGARTEN THROUGH GRADE TWELVE.

ERIC Educational Resources Information Center

ALLISON, MARY L., COMP.

THIS IS A COMPILATION OF EVALUATIONS AND REVIEWS WRITTEN BY TEACHERS, LIBRARIANS, AND CURRICULUM SPECIALISTS WHO HAVE TESTED THE MATERIALS. FROM PRE-KINDERGARTEN TO GRADE 12, BOOKS AND INSTRUCTIONAL MATERIALS FOR LANGUAGE ARTS, SOCIAL STUDIES, AND SCIENCE ARE REVIEWED. FOR GRADES 7 TO 12, MATERIALS ARE EVALUATED FOR ART AND MUSIC, HEALTH AND…

Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children

ERIC Educational Resources Information Center

Ruston, Hilary P.; Schwanenflugel, Paula J.

2010-01-01

Purpose: The purpose of this study was to determine the effectiveness of a conversation intervention including 500 min of linguistically and cognitively complex talk on the expressive vocabulary growth of prekindergarten children. Method: Children (N = 73) were randomly assigned to control or a 10-week experimental intervention condition. Twice…

Helping Young Children Gain in Literacy: Implementing a Whole Language Approach in Prekindergarten.

ERIC Educational Resources Information Center

Wilson, Marjorie S.

A practicum was developed to assist prekindergarten teachers present a whole language approach in their already developmentally appropriate classes. Six teachers from three classrooms serving 63 four- and five-year-old children participated in on-site training and weekly consultations. The teachers were all experienced paraprofessionals with Child…

Improving the Language Skills of Pre-Kindergarten Students: Preliminary Impacts of the "Let's Know!" Experimental Curriculum

ERIC Educational Resources Information Center

Johanson, Megan; Arthur, Ann M.

2016-01-01

Background: Improving children's oral language skills is an important focus of educational research and practice; however, relatively few interventions have demonstrated impacts on these skills. This work makes a unique contribution to our understanding of the effects of language-focused interventions in pre-kindergarten settings by examining…

Literate Language Intervention with High-Need Prekindergarten Children: A Randomized Trial

ERIC Educational Resources Information Center

Phillips, Beth M.; Tabulda, Galiya; Ingrole, Smriti A.; Webb Burris, Pam; Sedgwick, T. Kayla; Chen, Shiyi

2016-01-01

Purpose: The present article reports on the implementation and results of a randomized intervention trial targeting the literate language skills of prekindergarten children without identified language disorders but with low oral language skills. Method: Children (N = 82; 45 boys and 37 girls) were screened-in and randomized to a business-as-usual…

Let's Know! Proximal Impacts on Prekindergarten through Grade 3 Students' Comprehension-Related Skills

ERIC Educational Resources Information Center

Jiang, Hui; Davis, Dawn

2017-01-01

Let's Know! is a language-focused curriculum supplement developed through the Institute of Education Sciences' Reading for Understanding initiative aimed at supporting prekindergarten through grade 3 students' listening and reading comprehension. The current study reports results concerning the impacts of 2 instantiations of Let's Know! on…

The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten

ERIC Educational Resources Information Center

Wanless, Shannon B.; McClelland, Megan M.; Tominey, Shauna L.; Acock, Alan C.

2011-01-01

Research Findings: The present study examined the role of demographic risk factors in the development of children's behavioral regulation. We investigated whether being from a low-income family and being an English language learner (ELL) predicted behavioral regulation between prekindergarten and kindergarten. Results indicated that children from…

The Associations among Preschool Children's Growth in Early Reading, Executive Function, and Invented Spelling Skills

ERIC Educational Resources Information Center

Zhang, Chenyi; Bingham, Gary E.; Quinn, Margaret F.

2017-01-01

The purpose of the present study was to examine associations among children's emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to…

Problem Solving in All Seasons: Prekindergarten-Grade 2

ERIC Educational Resources Information Center

Markworth, Kim; McCool, Jenni; Kosiak, Jennifer

2015-01-01

Holidays and seasonal activities provide excitement and a change of pace for teachers and students alike. They also offer perfect backdrops for mathematical tasks that can be related to other topics and themes in the classroom. "Problem Solving in All Seasons, Prekindergarten-Grade 2" delivers thirty-two appealing, real-world situations,…

Investigation of the Lollipop Test as a Pre-Kindergarten Screening Instrument.

ERIC Educational Resources Information Center

Chew, Alex L.; Morris, John D.

1987-01-01

The validity of the Lollipop Test: A Diagnostic Screening Test of School Readiness was examined for 129 pre-kindergarten subjects using the Developmental Indicator for the Assessment of Learning as the criterion. Concurrent validity was demonstrated across the test batteries. The Lollipop Test appears to be an attractive alternative…

Predictors of early growth in academic achievement: the head-toes-knees-shoulders task

PubMed Central

McClelland, Megan M.; Cameron, Claire E.; Duncan, Robert; Bowles, Ryan P.; Acock, Alan C.; Miao, Alicia; Pratt, Megan E.

2014-01-01

Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics. PMID:25071619

Identifying Head Start and Public Pre-K Participation in NSECE Data on Center-Based ECE Programs. NSECE Technical Report Supplement. OPRE Report 2015-92b

ERIC Educational Resources Information Center

Goerge, Robert; Datta, A. Rupa; Xia, Kanru; Witte, Ann D.; Gennetian, Lisa A.; Milesi, Carolina; Brandon, Richard; Guzman, Lina; Zanoni, Wladimir

2015-01-01

The analyses presented in the Technical Report, "Which Centers Participate in Head Start or Public Pre-Kindergarten" characterize centers that have at least one child whose enrollment is funded through Head Start or Public Pre-K funds. This supplement to the technical report provides interested readers with technical details of the…

The Early Childhood Cluster Initiative of Palm Beach County, Florida. Early Implementation Study And Evaluability Assessment. Final Report. Chapin Hall Working Paper

ERIC Educational Resources Information Center

Spielberger, Julie; Goyette, Paul

2006-01-01

This publication reports findings from the first year of an implementation study of the Early Childhood Cluster Initiative (ECCI). ECCI is a prekindergarten program in ten elementary schools and a community child care center in Palm Beach County, based on the design of the High/Scope Perry Preschool model. The initiative is characterized by low…

Early Learning and Early Identification Follow-Up Study: Transition from the Early to the Later Childhood Grades, 1990-93.

ERIC Educational Resources Information Center

Marcon, Rebecca A.

As follow-up to an in-depth study of the District of Columbia's early learning programs and their impact, this study provided data on the transition of previously studied children from primary education to upper elementary grades. Academic progress of the original group of pre-kindergarten and Head Start children was studied during years 5 and 6…

Improving Access to Prekindergarten for Children of Immigrants: "Building Relationships." Fact Sheet No. 3

ERIC Educational Resources Information Center

Lei, Serena

2014-01-01

Pre-K has been shown to strongly boost children's learning trajectories. This is as true, or even truer, for children of immigrants and English language learners (ELLs) as for children overall. Children of immigrants, who make up about a quarter of children in the United States, have significantly lower rates of pre-K enrollment, on average, than…

Improving Access to Prekindergarten for Children of Immigrants: "Enrollment Strategies." Fact Sheet No. 2

ERIC Educational Resources Information Center

Lei, Serena

2014-01-01

Pre-K has been shown to strongly boost children's learning trajectories. This is as true, or even truer, for children of immigrants and English language learners (ELLs) as for children overall. Children of immigrants, who make up about a quarter of children in the United States, have significantly lower rates of pre-K enrollment, on average, than…

Improving Access to Prekindergarten for Children of Immigrants: "Outreach." Fact Sheet No. 1

ERIC Educational Resources Information Center

Lei, Serena

2014-01-01

Pre-K has been shown to strongly boost children's learning trajectories. This is as true, or even truer, for children of immigrants and English language learners (ELLs) as for children overall. Children of immigrants, who make up about a quarter of children in the United States, have significantly lower rates of pre-K enrollment, on average, than…

Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2013

ERIC Educational Resources Information Center

Tennessee State Board of Education, 2013

2013-01-01

This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include,…

The Current State of Scientific Knowledge on Pre-Kindergarten Effects

ERIC Educational Resources Information Center

Center for Child and Family Policy, Duke University, 2017

2017-01-01

The question of how the U.S. will develop a citizenry with the skills necessary to meet the challenges of the 21st century has attracted the attention of legislators, scientists, and educators. Answering this question leads inevitably to its roots: how well are we preparing young children to enter kindergarten ready to learn? Educators in k-12…

Test Review: D. Wechsler "Wechsler Individual Achievement Test-Third Edition." San Antonio, TX--NCS Pearson, 2009

ERIC Educational Resources Information Center

McCrimmon, Adam W.; Climie, Emma A.

2011-01-01

This article reviews the "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), a newly updated individual measure of academic achievement for students in Pre-Kindergarten through Grade 12 (age 4 years, 0 months to 19 years, 11 months). Suitable for use in educational, clinical, and research settings, the stated purposes of the WIAT-III…

An Examination of In-Service Teacher Attitudes toward Students with Autism Spectrum Disorder: Implications for Professional Practice

ERIC Educational Resources Information Center

Chung, Walter; Edgar-Smith, Susan; Palmer, Ruth B.; Chung, Stephanie; DeLambo, David; Huang, Weihe

2015-01-01

Teacher attitudes can influence the successful instruction and interventions within the classroom. The present study examined in-service teachers' attitudes toward students with and without autism spectrum disorder in the United States. A total of 234 teachers (pre-Kindergarten to Grade 12) from public and charter schools in a metropolitan city…

Partnering with Parents: Using Cap Kits to Support Learning Activities at Home

ERIC Educational Resources Information Center

Sanderson, Donna

2017-01-01

The idea of using plastic bottle caps to enhance children's literacy and math skills was introduced in a pre-kindergarten methods and field class at West Chester University. We wanted an essentially cost-free way to create fun, hands-on, educational games for young students to learn basic skills supporting the Common Core State Standards (adopted…

Analyzing the Perceptions and Use of Interactive Whiteboards by Prekindergarten Teachers in Presentation of Classroom Lessons

ERIC Educational Resources Information Center

Rosetti, Jennifer

2012-01-01

In an attempt to improve poor academic performance of students, many schools are purchasing interactive whiteboards to enhance lesson presentations. Interactive whiteboards are seldom being used to present lessons. The purpose of this quantitative study was to compare how frequently interactive whiteboards are used by prekindergarten teachers in…

Pre-Kindergarten - Pre-Kindergarten - New York City Department of Education

Science.gov Websites

miss the March 30, 2018 application deadline. Read More Pre-K Admissions Overview In free, full-day priority to students who receive Free and Reduced Lunch (FRL), English Language Learners (ELLs), students qualify for Free and Reduced Lunch (FRL) for 67% of offers at every District 1 elementary school for

Learning Abilities of the Prekindergarten Child. Final Report.

ERIC Educational Resources Information Center

Cordis, LeOra L.

The purpose of this study was to collect data from which the cognitive processes of the prekindergarten child could be analyzed. The study population consisted of 53 subjects, 3-1/2-4-1/2 years old. Kindergarten Evaluation of Learning Potential (KELP) was used to obtain data. The learning theory on which KELP is based postulates associative,…

A Qualitative Methodological Approach toward the Understanding of Louisiana's Prekindergarten LA 4 Quartile I Students

ERIC Educational Resources Information Center

Forsyth, Ouida F.

2011-01-01

This dissertation focused on the learning and interactional characteristics of LA 4 prekindergarten children who have remained in the first quartile at the end of the school year on the Developmental Skills Checklist. Their data were examined using a qualitative research deign. This design used progress reports, artifacts, child observation and…

The Wheels on the Bot Go Round and Round: Robotics Curriculum in Pre-Kindergarten

ERIC Educational Resources Information Center

Sullivan, Amanda; Kazakoff, Elizabeth R.; Bers, Marina Umashi

2013-01-01

This paper qualitatively examines the implementation of an intensive weeklong robotics curriculum in three Pre-Kindergarten classrooms (N = 37) at an early childhood STEM (science, technology, engineering, and math) focused magnet school in the Harlem area of New York City. Children at the school spent one week participating in computer…

Psychometric Analysis of the Diagnostic Evaluation of Language Variation-Screening Test: Extension to Low-Income African American Pre-Kindergarteners

ERIC Educational Resources Information Center

Terry, Nicole P.; Petscher, Yaacov; Rhodes, Katherine T.

2017-01-01

The purpose of this study was to extend a previous investigation of the psychometrics of the "Diagnostic Evaluation of Language Variation-Screening Test" (DELV-S) to include pre-kindergarten children (primarily African American and from low-income households). The previous study (Petscher, Connor, & Al Otaiba, 2012) included a…

Class and Parents' Agency in West Virginia: Between Choices and Rights

ERIC Educational Resources Information Center

Sherfinski, Melissa

2013-01-01

Universal pre-kindergarten (UPK) is a popular reform in West Virginia, offering part-time readiness-oriented instruction for four-year-olds and some three-year-olds with special needs. The reform joins public school sites and community partners (private preschool and/or Head Start resources) in the goal of pre-kindergarten for all eligible…

"I'm Just Playing iPad": Comparing Prekindergarteners' and Preservice Teachers' Social Interactions While Using Tablets for Learning

ERIC Educational Resources Information Center

Moore, Holly Carrell; Adair, Jennifer Keys

2015-01-01

In this article we share descriptive findings from two qualitative, grounded theory (Glaser, 1978, 1992, 1998) studies on how two distinct groups of learners--prekindergarteners and preservice teachers in early childhood education coursework--used touch-screen tablets in their playful, discovery-based learning processes. We found similarities…

Learning-Related Cognitive Self-Regulation Measures for Prekindergarten Children with Predictive Validity for Academic Achievement. Working Paper

ERIC Educational Resources Information Center

Lipsey, Mark W.; Nesbitt, Kimberly Turner; Farran, Dale C.; Dong, Nianbo; Fuhs, Mary Wagner; Wilson, Sandra Jo

2014-01-01

Identifying and understanding the foundational skills children need to participate effectively in formal schooling is an important objective for research in early childhood education. One component of school readiness is cognitive self-regulation (CSR). The question this study addresses is how to assess CSR with prekindergarten-aged children in a…

Teaching for Tomorrow: An Exploratory Study of Prekindergarten Teachers' Underlying Assumptions about How Children Learn

ERIC Educational Resources Information Center

Flynn, Erin E.; Schachter, Rachel E.

2017-01-01

This study investigated eight prekindergarten teachers' underlying assumptions about how children learn, and how these assumptions were used to inform and enact instruction. By contextualizing teachers' knowledge and understanding as it is used in practice we were able to provide unique insight into the work of teaching. Participants focused on…

Findings from a Pre-Kindergarten Classroom: Making the Case for STEM in Early Childhood Education

ERIC Educational Resources Information Center

Tippett, Christine D.; Milford, Todd M.

2017-01-01

Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two…

Initial Validation of the Prekindergarten Classroom Observation Tool and Goal Setting System for Data-Based Coaching

ERIC Educational Resources Information Center

Crawford, April D.; Zucker, Tricia A.; Williams, Jeffrey M.; Bhavsar, Vibhuti; Landry, Susan H.

2013-01-01

Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based…

Improving the Language Skills of Pre-Kindergarten Students: Preliminary Impacts of the "Let's Know!" Experimental Curriculum

ERIC Educational Resources Information Center

Johanson, Megan; Arthur, Ann M.

2016-01-01

Background: Improving children's oral language skills is an important focus of educational research and practice; however, relatively few interventions have demonstrated impacts on these skills. This work makes a unique contribution to our understanding of the effects of language-focused interventions in pre-kindergarten settings by examining…

Reclaiming Power in the Writers' Workshop: Defending Curricula, Countering Narratives, and Changing Identities in Prekindergarten Classrooms

ERIC Educational Resources Information Center

Kissel, Brian T.; Miller, Erin T.

2015-01-01

In this article, we examine how young writers and their teachers transformed the language arts curriculum by asserting their power within a familiar framework--the writer's workshop. We present three narratives in which multiple pre-kindergarten agents (students, teachers, and administrators) used their power within the Writer's Workshop to a)…

Dollars and Sense: A Review of Economic Analyses of Pre-K. Pre-K Now Research Series

ERIC Educational Resources Information Center

Wat, Albert

2007-01-01

The momentum behind high-quality, voluntary pre-kindergarten is growing dramatically across the country--in families, in communities, and in the halls of academia and government. Thanks to this strong wave of support, state spending on pre-k increased from $2.4 billion to $4.2 billion nationwide between 2002 and 2007. This investment is built upon…

Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter-Word Knowledge in the Early Elementary Grades

ERIC Educational Resources Information Center

Blair, Clancy; Ursache, Alexandra; Vernon-Feagans, Lynne

2015-01-01

The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of…

The Impacts of a Scalable Intervention on the Language and Literacy Development of Rural Pre-Kindergartners

ERIC Educational Resources Information Center

Mashburn, Andrew; Justice, Laura M.; McGinty, Anita; Slocum, Laura

2016-01-01

Read It Again (RIA) is a curriculum for pre-kindergarten (pre-K) classrooms that targets children's development of language and literacy skills. A cluster randomized trial was conducted in which 104 pre-K classrooms in the Appalachian region of the United States were randomly assigned to one of three study conditions: Control (n = 30), RIA only…

Dual Language Learners in the Early Years: Getting Ready to Succeed in School

ERIC Educational Resources Information Center

Ballantyne, Keira Gebbie; Sanderman, Alicia R.; McLaughlin, Nicole

2008-01-01

A major challenge facing the prekindergarten-12 education system in the United States is the fact that as the population changes, the particular needs of children change with it. One of the largest demographic shifts over the last ten years is the sharp increase in the number of students in public schools who speak English as their second language…

Performance Characteristics of Middle-Class and Lower-Class Preschool Children on the Stanford-Binet, 1960 Revision.

ERIC Educational Resources Information Center

Meyer, William J.; Goldstein, David

The relative difficulty levels of Stanford-Binet items between the ages of four and six among prekindergarten Head Start children were studied. A comparison sample of prekindergarten white middle class children was included to evaluate the age norms on a culturally typical sample of children and to assess performance on the Binet as it might…

The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten

ERIC Educational Resources Information Center

Decker-Woodrow, Lauren

2018-01-01

This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…

Prekindergarten Children's Executive Functioning Skills and Achievement Gains: The Utility of Direct Assessments and Teacher Ratings

ERIC Educational Resources Information Center

Fuhs, Mary Wagner; Farran, Dale Clark; Nesbitt, Kimberly Turner

2015-01-01

An accumulating body of evidence suggests that young children who exhibit greater executive functioning (EF) skills in early childhood also achieve more academically. The goal of the present study was to examine the unique contributions of direct assessments and teacher ratings of children's EF skills at the beginning of prekindergarten (pre-k) to…

Analysis of Place Value Instruction and Development in Pre-Kindergarten Mathematics

ERIC Educational Resources Information Center

McGuire, Patrick; Kinzie, Mable B.

2013-01-01

Development of two-digit place value understanding in the elementary grades has been the subject of some study; however, research at the pre-kindergarten (Pre-K) level is limited. This two-part paper begins by providing an overview of two-digit place value instruction in Pre-K and describes the component parts of a research-based math curriculum,…

Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers' Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-Kindergarten through Second-Grade Classrooms

ERIC Educational Resources Information Center

Alford, Beverly L.; Rollins, Kayla B.; Padrón, Yolanda N.; Waxman, Hersh C.

2016-01-01

Researchers observed pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: (a) student behavior and activities, (b) teacher instructional orientation and rationale, and (c) overall classroom environment. Dissimilar to previous…

An Evaluation of Voluntary Pre-Kindergarten (VPK) Participation on Third Grade Reading and Math Performance in a Rural School System

ERIC Educational Resources Information Center

Smith, Christy DeBerry

2016-01-01

This study examined the longitudinal performance of a district-wide cohort of students who had accumulated scores for both kindergarten and third grade analysis. The sample was disaggregated by Pre-kindergarten participation and student demographics such as gender, age, minority status, rural class, and socio-economic status. STAR Early Literacy,…

Best Practices for School Nutrition Professionals Serving the Nutritional Needs of Pre-Kindergarten Children in Public Schools

ERIC Educational Resources Information Center

Lofton, Kristi L.; Nettles, Mary Frances; Carr, Deborah H.

2009-01-01

Purpose: This study identifies best practices for school nutrition professionals serving the nutritional needs of Pre-Kindergarten (PreK) children in public schools. Methods: The two-phased study followed a best practices research model (BPRM) utilizing the seven practice categories identified from previous PreK research. In Phase I, an expert…

Enrichment in Pre-Kindergarten Life Predicts Initiation of Cigarette Smoking in Asian American and Hispanic/Latino Adolescents

ERIC Educational Resources Information Center

Chen, Xinguang; Weiss, Jie Wu

2007-01-01

The risk of tobacco use during adolescence may be traced back to early childhood, the time when a child is most vulnerable to environmental influence. We examined daily-life enrichment during pre-kindergarten period as a predictor of initiation of cigarette smoking among Asian American and Hispanic/Latino children during adolescence. Survey data…

Early Elementary Performance and Attendance in Baltimore City Schools' Pre-Kindergarten and Kindergarten

ERIC Educational Resources Information Center

Connolly, Faith; Olson, Linda S.

2012-01-01

This study looks at attendance in the early grades of elementary school. In particular, the authors focus on students enrolled in Pre-Kindergarten (PreK) and Kindergarten (K). They follow these young students over several years to determine their pattern of chronic absence (CA), defined as missing more than one-ninth of days enrolled, and their…

Las normas de desempeno matematico desde el preescolar hasta el segundo grado (Mathematics Standards for Pre-Kindergarten through Grade 2). ERIC Digest.

ERIC Educational Resources Information Center

Richardson, Kathy

The National Council of Teachers of Mathematics recently published "Principles and Standards for School Mathematics." For the first time, these new standards include pre-kindergarten standards, while outlining the mathematics that children should learn as they progress through school. The standards present a broad view of what…

The Impact of Public Prekindergarten on Social Competence and School Attendance for Hispanic Students Identified as English Language Learners

ERIC Educational Resources Information Center

Pelton, Robin R.

2017-01-01

Participation in prekindergarten for English Language Learners may positively impact social competence and decrease school absences, which may promote increased levels of academic achievement throughout the years a student is enrolled in school. The purpose of this two-phase, explanatory sequential mixed-methods study was to assess the impact of…

Learning-Related Cognitive Self-Regulation Measures for Prekindergarten Children: A Comparative Evaluation of the Educational Relevance of Selected Measures

ERIC Educational Resources Information Center

Lipsey, Mark W.; Nesbitt, Kimberly Turner; Farran, Dale C.; Dong, Nianbo; Fuhs, Mary Wagner; Wilson, Sandra Jo

2017-01-01

Many cognitive self-regulation (CSR) measures are related to the academic achievement of prekindergarten children and are thus of potential interest for school readiness screening and as outcome variables in intervention research aimed at improving those skills in order to facilitate learning. The objective of this study was to identify…

Beyond the Page: Peers Influence Pre-Kindergarten Writing through Image, Movement, and Talk

ERIC Educational Resources Information Center

Kissel, Brian T.

2009-01-01

The purpose of this article is to show how pre-kindergarten children influence the writing of peers as they construct messages through images, movement, and talk. The author observed and listened to students as they engaged in the process of writing, then asked them about the meanings of their final written products. He found that pre-kindergarten…

Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers

ERIC Educational Resources Information Center

Powell, Douglas R.; Diamond, Karen E.; Koehler, Matthew J.

2010-01-01

Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and a teacher questionnaire were the primary data sources. Visits to the HR content pages were unevenly…

Second Language Acquisition at the Early Childhood Level: A 5-Year Longitudinal Case Study of Pre-Kindergarten through First-Grade Students

ERIC Educational Resources Information Center

Billak, Bonnie

2013-01-01

This 5-year longitudinal study investigated the English language acquisition and development of students in pre-Kindergarten through Grade 1 at a U.S.-accredited international school. Of the 1,509 students tested, the overwhelming majority were nonnative English speakers. The data provide valuable insight into the rate of second language…

Fwd: Half Empty or Half Full? Florida's Voluntary Pre-Kindergarten Standards. Volume: 2, Number: 1. Arresting Insights in Education

ERIC Educational Resources Information Center

Wilkins, Amy

2005-01-01

In 2002, when its voters approved a ballot measure calling for universal pre- Kindergarten by 2005-06, Florida joined a handful of states in which all children are eligible for free, publicly funded education in the year prior to Kindergarten. The passage of the referendum--which received more votes than Governor Jeb Bush garnered in his victory…

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

PubMed Central

Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

2015-01-01

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. PMID:26500420

Rever d'une langue: Anthologie des ecoles d'immersion de l'Alberta de la maternelle a la 11e annee (Dreaming in One Language: An Anthology of Essays from Immersion Schools in Alberta from Pre-Kindergarten through Grade 11).

ERIC Educational Resources Information Center

Alberta Teachers Association, Edmonton.

This publication, launched by the French Council of the Alberta Teachers' Association and prepared under the Millennium Partnership Program in Canada, presents a collection of essays written by French language immersion students in the elementary and secondary grades. Essay topics touch on the following themes: remembering, dreaming, celebrating,…

Does Theory of Mind in Pre-Kindergarten Predict the Ability to Think about a Reader's Mind in Elementary School Compositions? A Longitudinal Study

ERIC Educational Resources Information Center

Peskin, Joan; Comay, Julie; Chen, Xi; Prusky, Carly

2016-01-01

A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…

Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

PubMed

Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

2016-01-01

Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Temperament and Externalizing Behavior: Social Preference and Perceived Acceptance as Protective Factors

PubMed Central

Berdan, Louise E.; Keane, Susan P.; Calkins, Susan D.

2009-01-01

The purpose of this study was to explore the role of social preference and perceived acceptance as moderators of the relation between child temperament and externalizing behavior. Participants included 399 children evaluated at pre-kindergarten and kindergarten assessments. Pre-kindergarten children characterized by high temperamental Surgency/Extraversion were more likely to exhibit hyperactivity and aggression in the kindergarten classroom. In addition, kindergarten perceived acceptance and social preference moderated the relation between pre-kindergarten Surgency/Extraversion and kindergarten hyperactivity for girls only. Girls who were characterized by high temperamental Surgency/Extraversion, high perceived acceptance, and low social preference were at risk for higher levels of teacher-reported and peer-nominated hyperactivity. In contrast, accurately high perceived acceptance was a protective factor for high temperamental Surgency/Extraversion. Findings are discussed in terms of risk and protective factors for externalizing behavior. PMID:18605827

Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality between Students and across States

ERIC Educational Resources Information Center

Valentino, Rachel

2018-01-01

Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large "quality gaps" in public pre-K between poor, minority students and…

Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades

PubMed Central

Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne

2017-01-01

The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children’s effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter–word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed. PMID:25688999

Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades.

PubMed

Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne

2015-04-01

The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children's effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter-word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed. (c) 2015 APA, all rights reserved).

The role of the government in work-family conflict.

PubMed

Boushey, Heather

2011-01-01

The foundations of the major federal policies that govern today's workplace were put in place during the 1930s, when most families had a stay-at-home caregiver who could tend to the needs of children, the aged, and the sick. Seven decades later, many of the nation's workplace policies are in need of major updates to reflect the realities of the modern workforce. American workers, for example, typically have little or no control over their work hours and schedules; few have a right to job-protected access to paid leave to care for a family member. Heather Boushey examines three types of work-family policies that affect work-family conflict and that are in serious need of repair--those that govern hours worked and workplace equity, those that affect the ability of workers to take time off from work because their families need care, and those that govern the outsourcing of family care when necessary. In each case Boushey surveys new programs currently on the policy agenda, assesses their effectiveness, and considers the extent to which they can be used as models for a broader federal program. Boushey looks, for example, at a variety of pilot and experimental programs that have been implemented both by private employers and by federal, state, and local governments to provide workers with flexible working hours. Careful evaluations of these programs show that several can increase scheduling flexibility without adversely affecting employers. Although few Americans have access to paid family and medical leave to attend to family needs, most believe that businesses should be required to provide paid leave to all workers. Boushey notes that several states are moving in that direction. Again, careful evaluations show that these experimental programs are successful for both employers and employees. National programs to address child and elder care do not yet exist. The most comprehensive solution on the horizon is the universal prekindergarten programs offered by a few states, most often free of charge, for children aged three and four.

Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief

ERIC Educational Resources Information Center

Zhao, Huafang; Modarresi, Shahpar

2013-01-01

This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…

Executive Functioning and School Adjustment: The Mediational Role of Pre-kindergarten Learning-related Behaviors

PubMed Central

Sasser, Tyler R.; Bierman, Karen L.; Heinrichs, Brenda

2016-01-01

164 four-year-old children (14% Latino American, 30% African American, 56% European American; 57% girls) in 22 Head Start classrooms were followed through third grade. Growth curve models were used to estimate the predictive associations between pre-kindergarten executive function (EF) skills and trajectories of academic skill development (math, literacy, overall academic functioning) and social-emotional adjustment at school (social competence, aggression), controlling for child sex, race, verbal IQ, and pre-kindergarten baseline scores. Direct developmental pathways were examined, along with indirect pathways, in which the association between preschool EF and elementary school adjustment was mediated by classroom learning behaviors. Preschool EF significantly predicted later math skills, academic functioning, and social competence, and marginally predicted later literacy skills. Preschool learning behaviors fully mediated the association between EF and later literacy skills and social competence, but did not mediate associations between EF and later math skills or academic functioning. Implications for developmental theory and early education are discussed. PMID:27231409

Integration of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5

NASA Astrophysics Data System (ADS)

Wade-Lyles, Terri A.

In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers' embedded professional development and their experiences with the training components. Bruner's theory of cognitive development was used to examine teachers' needs in facilitating the program. A stratified random sample of 659 PK-Grade 5 teachers from 73 district elementary schools was selected, and 57 teachers responded to an anonymous online survey of 5 open-ended questions. Data were analyzed using thematic analysis to identity factors that enhanced or impeded the implementation of place-based education programming based on their professional development. The key findings indicated that over half of the participants viewed resources as lacking, training as limited, and planning that is too time consuming, and complicated. Participants expressed the need for clarity regarding resources and more training on how to plan for and integrate the placed-based approach. The resulting project was an executive summary and interactive workshop for program stakeholders, such as administrators, teachers, and ultimately students, who would benefit from this project by improving the place-based program.

Initial validation of the prekindergarten Classroom Observation Tool and goal setting system for data-based coaching.

PubMed

Crawford, April D; Zucker, Tricia A; Williams, Jeffrey M; Bhavsar, Vibhuti; Landry, Susan H

2013-12-01

Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based coaching model. We examined psychometric characteristics of the COT and explored how coaches and teachers used the COT goal-setting system. The study included 193 coaches working with 3,909 pre-k teachers in a statewide professional development program. Classrooms served 3 and 4 year olds (n = 56,390) enrolled mostly in Title I, Head Start, and other need-based pre-k programs. Coaches used the COT during a 2-hr observation at the beginning of the academic year. Teachers collected progress-monitoring data on children's language, literacy, and math outcomes three times during the year. Results indicated a theoretically supported eight-factor structure of the COT across language, literacy, and math instructional domains. Overall interrater reliability among coaches was good (.75). Although correlations with an established teacher observation measure were small, significant positive relations between COT scores and children's literacy outcomes indicate promising predictive validity. Patterns of goal-setting behaviors indicate teachers and coaches set an average of 43.17 goals during the academic year, and coaches reported that 80.62% of goals were met. Both coaches and teachers reported the COT was a helpful measure for enhancing quality of Tier 1 instruction. Limitations of the current study and implications for research and data-based coaching efforts are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Decide now, pay later: Early influences in math and science education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Malcom, S.

1995-12-31

Who are the people deciding to major in science, math or engineering in college? The early interest in science and math education which can lead to science and engineering careers, is shaped as much by the encompassing world of the child as it is by formal education experiences. This paper documents what we know and what we need to know about the influences on children from pre-kindergarten through sixth grade, including the home, pre-school groups, science and math programs in churches, community groups, the media, cultural institutions (museums, zoos, botanical gardens), libraries, and schools (curriculum, instruction, policies and assessment). Itmore » also covers the nature and quality of curricular and intervention programs, and identifies strategies that appear to be most effective for various groups.« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

The Albuquerque Operations Office through the Pinellas Plant Area Office is involved in a joint venture to establish a Partnership School and a Day Care Facility at the Plant. The venture is unique in that it is based on a partnership with the local county school system. The county school system will provide the teachers, supplies and classroom furnishings for the operation of the school for pre-kindergarten, kindergarten, first and second grade during regular school hours. The Government will provide the facility and its normal operating and maintenance costs. A Day Care Facility will also be available for children frommore » infancy through the second grade for outside school hours. The day care will be operated as a non-profit corporation. Fees paid by parents with children in the day care center will cove the cost of staff, food, supplies and liability insurance. Again, the government will provide the facility and its normal operating and maintenance costs. Between 75 and 90 children are expected in the first year of operation. The Partnership School will consist of one class each for pre-kindergarten, kindergarten and first grade. Second grade will be added in 1990. The total estimated number of children for both the Child Care and Partnership School should not exceed 200 children. Expected benefits include reduced absenteeism, tardiness and turnover and thus increased productivity. The program will be an asset in recruiting and retaining the best workforce. Other benefits include improved education for the children.« less

Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

PubMed Central

Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

2014-01-01

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. PMID:24899769

Universal Prekindergarten Act

THOMAS, 112th Congress

Rep. Kucinich, Dennis J. [D-OH-10

2011-02-08

House - 03/04/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Universal Prekindergarten and Early Childhood Education Act of 2013

THOMAS, 113th Congress

Rep. Norton, Eleanor Holmes [D-DC-At Large

2013-02-27

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Universal Prekindergarten and Early Childhood Education Act of 2011

THOMAS, 112th Congress

Rep. Norton, Eleanor Holmes [D-DC-At Large

2011-11-17

House - 03/29/2012 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Universal Prekindergarten and Early Childhood Education Act of 2009

THOMAS, 111th Congress

Rep. Norton, Eleanor Holmes [D-DC-At Large

2009-10-08

House - 11/16/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Comparing the Pre- and Posttest Scores in Relations to the Emporium and the Hands-on Instructional Approaches of Teaching Science in Prekindergarten

NASA Astrophysics Data System (ADS)

Headen, Patricia Ann

This quantitative, quasi-experimental research investigated if two instructional approaches, the Emporium Computer-Based (Group 2) versus the hands-on approach (Group 1), resulted any difference in student achievement in science for four-year-old prekindergarten students at a private childcare facility in North Carolina. Three research questions hypothesized these relationships: (a) Group 2 versus Group 1 assessed student achievement as theoretically based on Piaget and Vygotsky's perspectives of child development, (b) the instructional approaches related to gender, and (c) the instructional approaches interrelated to ethnicity. Using a two-factor ANOVA and ANCOVA techniques, involved a convenience sample of 126 four-year-old prekindergarten students of which a convenience sample of 126 participated. The Assessment of Measurements for Pre-K (AMP-K), pretest and posttest scores of each group of 63 students measured student achievement. The t tests determined if a significant difference in student achievement existed (dependent variable) with the Emporium Computer-Based versus hands-on instructional approaches (independent variables). The posttest scores of Group 2 (p = 0.00), indicated a significant difference in student achievement. However, gender and ethnicity variables had no effect on student achievement, male (M = 36.14, SD = 19.61) and female (M = 42.91, SD = 18.99) with (p = 0.49), and ethnicity resulted, F (1,125) = 1.65, (p = 0.20). These results suggested that further research on the Emporium Computer-Based instructional approach could improve students' intellectual abilities through more innovative practices.

Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools.

PubMed

Restrepo, M Adelaida; Castilla, Anny P; Schwanenflugel, Paula J; Neuharth-Pritchett, Stacey; Hamilton, Claire E; Arboleda, Alejandra

2010-01-01

The purpose of this study was to examine the effects of a supplemental Spanish language instruction program for children who spoke Spanish as their native language and were attending English-only preschool programs. Specifically, the study evaluated the program's effects on the children's Spanish sentence length in words, subordination index, and grammaticality of sentences. Forty-five Spanish-speaking children attending English-only prekindergarten classrooms were selected for study. Of those, 15 children received 30 min of Spanish instruction 5 days a week for 16 weeks. The program targeted 5-10 vocabulary words a week, dialogic book reading, phonemic awareness, and letter knowledge. The remaining 30 children participated in regular preschool English instruction. Students were evaluated before intervention, immediately after intervention, and 4 months following intervention. Repeated measures analyses of variance indicated that the children who received the small-group supplemental Spanish language instruction made significant gains in their Spanish sentence length in words and subordination index when compared to those receiving regular English-only classroom instruction. There were no differences in the children's grammaticality of sentences. The findings demonstrate that a daily short native language program has significant effects on sentence length in words and subordination index in English language learners who are attending English-only preschool programs.

Emergent literacy intervention for prekindergarteners at risk for reading failure.

PubMed

Bailet, Laura L; Repper, Karla K; Piasta, Shayne B; Murphy, Suzanne P

2009-01-01

This study examined the effectiveness of an assessment and intervention study targeting prekindergarten children at risk for reading failure. Across 38 child care sites, 220 children were identified as "at risk" for reading failure due to their performance on a screening measure of early literacy skills and randomly assigned to receive immediate or delayed intervention. The intervention consisted of eighteen 30-minute lessons delivered twice weekly for 9 weeks and focused on teaching critical emergent literacy skills within small groups. Hierarchical linear models were used to nest children within center and measure treatment and dosage effects for students' residualized gains in rhyming, alliteration, picture naming, and print and letter knowledge skills. Results indicated significant treatment effects on two of four outcome variables (rhyming and alliteration) and significant dosage effects on all four variables. The study demonstrated a significant positive impact of this intervention for prekindergartners at risk for reading failure.

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

PubMed Central

BIERMAN, KAREN L.; NIX, ROBERT L.; GREENBERG, MARK T.; BLAIR, CLANCY; DOMITROVICH, CELENE E.

2011-01-01

Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. PMID:18606033

ACEIdeas.

ERIC Educational Resources Information Center

Barbour, Nita H.

1983-01-01

Offers three ideas for classroom activities in a "dip-and-save" format: (1) introducing formal map study in the third and fourth grades, (2) teaching reading readiness to prekindergarten and kindergarten children, and (3) teaching plant propagation and care in first through sixth grades. (RH)

Sustainability of school-located influenza vaccination programs in Florida

PubMed Central

Tran, Cuc H.; Brew, Joe; Johnson, Nicholas; Ryan, Kathleen A.; Martin, Brittany; Cornett, Catherine; Caron, Brad; Duncan, R. Paul; Small, Parker A.; Myers, Paul D.; Morris, J. Glenn

2018-01-01

Background School-located influenza vaccination (SLIV) programs are a promising strategy for increasing vaccination coverage among schoolchildren. However, questions of economic sustainability have dampened enthusiasm for this approach in the United States. We evaluated SLIV sustainability of a health department led, county-wide SLIV program in Alachua County, Florida. Based on Alachua’s outcome data, we modeled the sustainability of SLIV programs statewide using two different implementation costs and at different vaccination rates, reimbursement amount, and Vaccines for Children (VFC) coverage. Methods Mass vaccination clinics were conducted at 69 Alachua County schools in 2013 using VFC (for Medicaid and uninsured children) and non-VFC vaccines. Claims were processed after each clinic and submitted to insurance providers for reimbursement ($5 Medicaid and $47.04 from private insurers). We collected programmatic expenditures and volunteer hours to calculate fixed and variable costs for two different implementation costs (with or without in-kind costs included). We project program sustainability for Florida using publicly available county-specific student populations and health insurance enrollment data. Results Approximately 42% (n = 12,853) of pre-kindergarten – 12th grade students participated in the SLIV program in Alachua. Of the 13,815 doses provided, 58% (8042) were non-VFC vaccine. Total implementation cost was $14.95/dose or $7.93/dose if “in-kind” costs were not included. The program generated a net surplus of $24,221, despite losing $4.68 on every VFC dose provided to Medicaid and uninsured children. With volunteers, 99% of Florida counties would be sustainable at a 50% vaccination rate and average reimbursement amount of $3.25 VFC and $37 non-VFC. Without volunteers, 69% of counties would be sustainable at 50% vaccination rate if all VFC recipients were on Medicaid and its reimbursement increased from $5 to $10 (amount private practices receive). Conclusions and relevance Key factors that contributed to the sustainability and success of an SLIV program are: targeting privately insured children and reducing administration cost through volunteers. Counties with a high proportion of VFC eligible children may not be sustainable without subsidies at $5 Medicaid reimbursement. PMID:27126875

7 CFR 2812.4 - Procedures.

Code of Federal Regulations, 2011 CFR

2011-01-01

... DEPARTMENT OF AGRICULTURE GUIDELINES FOR THE DONATION OF EXCESS RESEARCH EQUIPMENT UNDER 15 U.S.C. 3710(i... through twelfth grade educational institutions and community-based educational organizations in rural EZ/EC communities; (2) Educationally useful Federal equipment for pre-kindergarten through twelfth grade...

7 CFR 2812.4 - Procedures.

Code of Federal Regulations, 2014 CFR

2014-01-01

... DEPARTMENT OF AGRICULTURE GUIDELINES FOR THE DONATION OF EXCESS RESEARCH EQUIPMENT UNDER 15 U.S.C. 3710(i... through twelfth grade educational institutions and community-based educational organizations in rural EZ/EC communities; (2) Educationally useful Federal equipment for pre-kindergarten through twelfth grade...

7 CFR 2812.4 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-01-01

... DEPARTMENT OF AGRICULTURE GUIDELINES FOR THE DONATION OF EXCESS RESEARCH EQUIPMENT UNDER 15 U.S.C. 3710(i... through twelfth grade educational institutions and community-based educational organizations in rural EZ/EC communities; (2) Educationally useful Federal equipment for pre-kindergarten through twelfth grade...

7 CFR 2812.4 - Procedures.

Code of Federal Regulations, 2013 CFR

2013-01-01

... DEPARTMENT OF AGRICULTURE GUIDELINES FOR THE DONATION OF EXCESS RESEARCH EQUIPMENT UNDER 15 U.S.C. 3710(i... through twelfth grade educational institutions and community-based educational organizations in rural EZ/EC communities; (2) Educationally useful Federal equipment for pre-kindergarten through twelfth grade...

7 CFR 2812.4 - Procedures.

Code of Federal Regulations, 2012 CFR

2012-01-01

... DEPARTMENT OF AGRICULTURE GUIDELINES FOR THE DONATION OF EXCESS RESEARCH EQUIPMENT UNDER 15 U.S.C. 3710(i... through twelfth grade educational institutions and community-based educational organizations in rural EZ/EC communities; (2) Educationally useful Federal equipment for pre-kindergarten through twelfth grade...

7 CFR 2812.3 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... grade and two- and four-year institutions of higher education, as well as public school districts. (d... in pre-kindergarten, elementary, middle, or secondary school education. It shall also include... property value is greater when cannibalized than retention in the original condition. (b) Community-based...

7 CFR 2812.3 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... grade and two- and four-year institutions of higher education, as well as public school districts. (d... in pre-kindergarten, elementary, middle, or secondary school education. It shall also include... property value is greater when cannibalized than retention in the original condition. (b) Community-based...

Music Festivals for Early-Childhood Music Students.

ERIC Educational Resources Information Center

Leonard, Mary

1994-01-01

Maintains that many music education associations sponsor chorus or band festivals at the middle and high school levels, but meeting the needs of prekindergarten and primary students is a more challenging task. Describes a one-day music festival for early elementary children. (CFR)

Earobics[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Earobics"[R] is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters. "Earobics[R] Foundations" is a version for pre-Kindergarten, Kindergarten, and first graders. "Earobics[R]…

Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief

ERIC Educational Resources Information Center

Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee

2012-01-01

Researchers investigated whether the Classroom Assessment Scoring System[TM] reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument's three domains (Emotional Support, Classroom Organization, and Instructional Support). They also examined whether the instrument predicted children's…

Complexity Survey.

ERIC Educational Resources Information Center

Gordon, Sandra L.; Anderson, Beth C.

To determine whether consensus existed among teachers about the complexity of common classroom materials, a survey was administered to 66 pre-service and in-service kindergarten and prekindergarten teachers. Participants were asked to rate 14 common classroom materials as simple, complex, or super-complex. Simple materials have one obvious part,…

Math in Riley's World

ERIC Educational Resources Information Center

Kritzer, Karen L.

2011-01-01

In their overview for the prekindergarten-grade 2 Standards, the National Council for Teachers of Mathematics (NCTM) documents the value of early mathematical environments. During these early years, young children are building beliefs about what mathematics is and learning about themselves as early mathematicians. What young children learn about…

Literature: Internal Forms.

ERIC Educational Resources Information Center

Regional Curriculum Project, Atlanta, GA.

This curriculum guide in literature, developed as part of a total English curriculum for pre-kindergarten through grade 10, suggests that students can best understand literature by recognizing its internal forms (i.e., characteristics that recur in settings, characters, and narrative patterns). Materials cover (1) an overview for teachers on the…

Biography. Advisory List of Instructional Media.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Media Evaluation Service.

The 65 biographies reviewed in this annotated bibliography are suitable for readers in grades pre-kindergarten through 12. Full bibliographic data, appropriate grade level indication, and annotations are supplied for each entry. The names and addresses of the publishers are also provided. Biographies of women, children, authors, actors, historical…

Relating Preschool Quality to Children's Literacy Development

ERIC Educational Resources Information Center

Cunningham, Denise D.

2010-01-01

Preschool classrooms were investigated to determine the extent to which quality is related to children's literacy development. The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest that global classroom quality and literacy environment quality are strongly related. Literacy…

The Reading-Writing Connection

ERIC Educational Resources Information Center

Miller, Brett; McCardle, Peggy; Long, Richard

2012-01-01

Reading and writing development begin in early childhood and are linked in daily function and in classroom activities from kindergarten or prekindergarten through high school and beyond. There is little research addressing that relationship, or when and how best to integrate these two critical areas instructionally. The report presents an experts…

Examining Relationships among Dialect Variation and Emergent Literacy Skills

ERIC Educational Resources Information Center

Terry, Nicole Patton

2012-01-01

This study examined the relationship between nonmainstream American English (NMAE) dialect use and various emergent literacy skills among typically developing children in prekindergarten. Correlation and regression analyses were used to examine the relationship between children's production of NMAE forms (i.e., dialect variation [DVAR]) and their…

Building Intercultural Understandings through Global Literature

ERIC Educational Resources Information Center

Martens, Prisca; Martens, Ray; Doyle, Michelle Hassay; Loomis, Jenna; Fuhrman, Laura; Furnari, Christie; Soper, Elizabeth; Stout, Robbie

2015-01-01

In this article the authors share how they use global literature picturebooks with pre-kindergarten, kindergarten, and first grade children in the context of A Curriculum That is International to develop the children's intercultural understandings. The picturebooks, shared through read alouds, individual and partner reading, and browsing, is…

Parents Guide to "Prekindergarten" Instruction

ERIC Educational Resources Information Center

Department of Defense Education Activity, 2012

2012-01-01

The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards.…

Sequential Levels of Reading Skills, Prekindergarten--Grade 12.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY.

This guide is designed to help teachers, staff members responsible for teacher training, and reading supervisors provide better reading instruction. The skills that lead to mature reading are arranged on eight levels of developmental sequence. Level A is concerned with developing prereading skills. Levels B to D treat initiating and developing…

Business in the Community.

ERIC Educational Resources Information Center

O'Toole, Dennis M.; And Others

1983-01-01

Beginning with a theme article supplying teacher background material on the role of business in the community, this issue focuses on the profit motive, competition, and the use of resources. Four instructional units on this topic are included for young children. The pre-kindergarten unit, "Pancake Producers," has children observe workers cooking…

WILLA, 1992-1995.

ERIC Educational Resources Information Center

Gillikin, Jo, Ed.; Johnson, Fran Holman, Ed.

1995-01-01

These four annual issues of WILLA (Women in Literature and Life Assembly) presents articles that focus on the crucial issues regarding the status and image of women and girls in every educational setting, from pre-kindergarten to continuing education. Articles and poetry in the first issue are: "On the Twentieth Anniversary of the Founding on…

Digest of Education Statistics 2006. NCES 2007-017

ERIC Educational Resources Information Center

Snyder, Thomas D.; Dillow, Sally A.

2007-01-01

The primary purpose of the "Digest of Education Statistics" is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from both government and private sources, and draws especially on the results…

The Development of STAR Early Literacy. Report.

ERIC Educational Resources Information Center

School Renaissance Inst., Inc., Madison, WI.

This report describes the development and testing of a computerized early literacy diagnostic assessment for students in prekindergarten to grade 3 that can measure skills across a variety of preliteracy and reading domains. The STAR Early Literacy assessment was developed by a team of more than 50 people, including literacy experts,…

Family-School Connectedness and Children's Early Social Development

ERIC Educational Resources Information Center

Serpell, Zewelanji N.; Mashburn, Andrew J.

2012-01-01

This study examined the extent to which teacher ratings of the frequency of parent-teacher contacts and quality of parent-teacher relationships in prekindergarten were associated with teachers' perceptions of the quality of their relationship with children and children's social development. Participants were a diverse sample of 2966 four-year-olds…

Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

ERIC Educational Resources Information Center

Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.

2014-01-01

Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path…

After Arthurdale: Place-Based Education and Early Childhood in West Virginia

ERIC Educational Resources Information Center

Sherfinski, Melissa; Weekley, Brandi Slider; Slocum, Audra

2016-01-01

This case study explores how opportunities for critical, place-based education can be eclipsed by the decontextualized curricula and pedagogies inherent in neoliberal, standards-based early education reforms such as universal pre-kindergarten that contain some progressive elements. Following Schwab (1973), we explore the roles of teachers and…

Emergent Literacy Development and Computer Assisted Instruction

ERIC Educational Resources Information Center

Trotti, Judy; Hendricks, Randy; Bledsoe, Christie

2017-01-01

In this mixed-methods study, researchers examined the literacy development of prekindergarten students (N = 162) randomly placed in one of two treatment groups with each receiving 15 minutes of computer-assisted literacy instruction for four months. Literacy development of a control group of children not receiving computer-assisted instruction was…

Spanish-Speaking Parent-Child Emotional Narratives and Children's Social Skills

ERIC Educational Resources Information Center

Leyva, Diana; Berrocal, Monica; Nolivos, Virginia

2014-01-01

We examined whether parents' content and style when discussing past positive and negative emotional experiences with their children were concurrently and predictively linked to prekindergarteners' social skills. Sixty-five low-income Spanish-speaking parent-child dyads discussed a past positive and negative emotional experience at the beginning of…

African American Children's Affective Attributions and Consequences Regarding Sociomoral Events

ERIC Educational Resources Information Center

Humphries, Marisha L.

2013-01-01

Research Findings: This study examined 56 young (prekindergarten through 2nd grade) urban-dwelling African American children's understanding of the affective attributions and consequences of 3 types of sociomoral rule systems: prosocial, active, and inhibitive morality. It also tested the relationship of affective attributions and consequences to…

The Functionator 3000: Transforming Numbers and Children

ERIC Educational Resources Information Center

Fisher, Elaine Cerrato; Roy, George; Reeves, Charles

2013-01-01

Mrs. Fisher's class was learning about arithmetic functions by pretending to operate real-world "function machines" (Reeves 2006). Functions are a unifying mathematics topic, and a great deal of emphasis is placed on understanding them in prekindergarten through grade 12 (Kilpatrick and Izsák 2008). In its Algebra Content Standard, the…

Supporting Young Children with Disabilities

ERIC Educational Resources Information Center

Hebbeler, Kathleen; Spiker, Donna

2016-01-01

What do we know about young children with delays and disabilities, and how can we help them succeed in prekindergarten through third grade? To begin with, Kathleen Hebbeler and Donna Spiker write, identifying children with delays and disabilities to receive specialized services under the Individuals with Disabilities Education Act poses several…

Empirical Bases for a Prekindergarten Curriculum for Disadvantaged Children.

ERIC Educational Resources Information Center

Di Lorenzo, Louis T.; And Others

This project was undertaken to establish a basis for a compensatory curriculum for disadvantaged preschool children by using existing empirical data to identify factors that predict success in reading comprehension and that differentiate the disadvantaged from the nondisadvantaged. The project focused on factors related to success in learning to…

Mission Mathematics II: Prekindergarten-Grade 2 (with CD-ROM)

ERIC Educational Resources Information Center

Hynes, Ellen Mary, Ed.; Blair, Catherine, Ed.

2005-01-01

Get students into math using outer space! Mission Mathematics translates the NASA experience into language and experiences appropriate for young learners, and provides teachers with mathematics activities that complement many of the available NASA resources for students and educators. In these motivating investigations, young children engage in…

Changing Family Routines at Kindergarten Entry Predict Biomarkers of Parental Stress

ERIC Educational Resources Information Center

DeCaro, Jason A.; Worthman, Carol M.

2011-01-01

This study tested associations among parenting stress prior to a child's kindergarten entry, the sustainability of family routines, and biomarkers of stress among parents following the kindergarten transition. Parents (N = 51) with higher prekindergarten scores on the Parenting Stress Index Short Form reported lower Family Routines Inventory…

Preschoolers' Mathematics Skills and Behavior: Analysis of a National Sample

ERIC Educational Resources Information Center

Dobbs-Oates, Jennifer; Robinson, Chanele

2012-01-01

This study investigated the association between children's mathematical skills and their behavior in the prekindergarten year in a national sample of children attending center-based child care. The sample consisted of approximately 5,400 preschoolers in center-based care from the Early Childhood Longitudinal Study--Birth Cohort. Children's math…

Pennsylvania Cyber School Funding: Follow the Money

ERIC Educational Resources Information Center

Carr-Chellman, Alison A.; Marsh, Rose M.

2009-01-01

Cyber charter schools are public charter schools which are entirely online and typically serve all grades from pre-kindergarten through 12th grade. Pennsylvania implemented widespread charter school legislation as early as 1997. This has offered a great number of Pennsylvanians options in their public schooling. One of these options has been…

Classroom-to-Home Connections: Young Children's Experiences with a Technology-Based Parent Involvement Tool

ERIC Educational Resources Information Center

Walsh, Bridget A.; Cromer, Heidi; Weigel, Daniel J.

2014-01-01

Research Findings: DVD classroom newsletters are one proposed technology tool to promote classroom-to-home connections. The present study explored the experiences of prekindergarten children from predominantly Spanish-speaking homes with bilingual (English and Spanish) DVD classroom newsletters. On average, parents reported that children watched…

The Classroom Infrastructure and the Early Learner: Reducing Aggression during Transition Times

ERIC Educational Resources Information Center

Guardino, Caroline; Fullerton, Elizabeth Kirby

2012-01-01

High levels of aggressive behaviors were observed during the transition times in two selfcontained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students' aggressive behavior. Teachers were assisted on the usage of select modifications (visual…

The Dimensionality of Spanish in Young Spanish-English Dual-Language Learners

ERIC Educational Resources Information Center

Journal of Speech, Language, and Hearing Research, 2015

2015-01-01

Purpose: This study examined the latent dimensionality of Spanish in young Spanish-English dual-language learners (DLLs). Method: Two hundred eighty-six children participated. In their prekindergarten year, children completed norm-referenced and experimental language measures in Spanish requiring different levels of cognitive processing in both…

Revitalizing Civic Learning in Our Schools

ERIC Educational Resources Information Center

Social Education, 2013

2013-01-01

This NCSS position statement is intended for all audiences who are committed to preparing students for active and engaged citizenship in the 21st century. This includes the general public, the elementary, middle, and high school communities, social studies supervisors and directors, higher education, and all educators, pre-Kindergarten through…

Mobile Digest of Education Statistics, 2013. NCES 2014-086

ERIC Educational Resources Information Center

Snyder, Thomas D.

2014-01-01

This is the first edition of the "Mobile Digest of Education Statistics." This compact compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mobile Digest" is designed as an easy mobile reference for materials found in detail in the…

Digest of Education Statistics, 2008. NCES 2009-020

ERIC Educational Resources Information Center

Snyder, Thomas D.; Dillow, Sally A.; Hoffman, Charlene M.

2009-01-01

The primary purpose of the "Digest of Education Statistics" is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from both government and private sources, and draws especially on the results…

Improving Reading in the Primary Grades

ERIC Educational Resources Information Center

Duke, Nell K.; Block, Meghan K.

2012-01-01

Almost fifteen years have passed since the publication of the National Research Council's seminal report "Preventing Reading Difficulties in Young Children," which provided research-based recommendations on what could be done to better position students in pre-kindergarten through third grade for success in grade four and above. This article by…

What You Hear and What You Say: Language Performance in Spanish-English Bilinguals

ERIC Educational Resources Information Center

Bohman, Thomas M.; Bedore, Lisa M.; Pena, Elizabeth D.; Mendez-Perez, Anita; Gillam, Ronald B.

2010-01-01

Purpose: This study assesses the factors that contribute to Spanish and English language development in bilingual children. Method: Seven hundred and fifty-seven Hispanic prekindergarten and kindergarten-age children completed screening tests of semantic and morphosyntactic development in Spanish and English. Parents provided information about…

Promoting At-Risk Preschool Children's Comprehension through Research-Based Strategy Instruction

ERIC Educational Resources Information Center

DeBruin-Parecki, Andrea; Squibb, Kathryn

2011-01-01

Young children living in poor urban neighborhoods are often at risk for reading difficulties, in part because developing listening comprehension strategies and vocabulary knowledge may not be a priority in their prekindergarten classrooms, whose curriculums typically focus heavily on phonological awareness and alphabet knowledge. Prereading…

Exploring the Contribution of a Content-Infused Interactive Whiteboard for School Readiness

ERIC Educational Resources Information Center

McManis, Lilla D.; Gunnewig, Susan B.; McManis, Mark H.

2010-01-01

This exploratory study examined the relationship between use of an interactive (touchscreen) whiteboard and development of school readiness skills. Over one school year, public school regular education prekindergarten classrooms used an interactive whiteboard with preloaded literacy and math activities. The children were low-income and English…

Experimental Evaluation of the Tools of the Mind Preschool Curriculum

ERIC Educational Resources Information Center

Wilson, Sandra Jo; Farran, Dale C.

2012-01-01

The aim of the "Tools of the Mind" prekindergarten curriculum is to enhance children's executive function skills within an instructional context that promotes the basic academic and social skills that prepare them for kindergarten and beyond. To investigate the effectiveness of "Tools" in achieving this aim, the authors are…

Digest of Education Statistics, 2007. NCES 2008-022

ERIC Educational Resources Information Center

Snyder, Thomas D.; Dillow, Sally A.; Hoffman, Charlene M.

2008-01-01

The primary purpose of the "Digest of Education Statistics" is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from both government and private sources, and draws especially on the results…

Digest of Education Statistics, 2005. NCES 2006-030

ERIC Educational Resources Information Center

Snyder, Thomas D.; Tan, Alexandra G.; Hoffman, Charlene M.

2006-01-01

The 2005 edition of the "Digest of Education Statistics" is the 41st in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data…

Two Counseling Interventions to Reduce Teacher-Child Relationship Stress

ERIC Educational Resources Information Center

Ray, Dee C.

2007-01-01

This article discusses a study investigating the impact of two school counseling interventions, child-centered play therapy (CCPT) and teacher consultation, on teacher-child relationship stress. CCPT and teacher consultation were conducted with 93 (pre-kindergarten to fifth grade) elementary school students across three elementary schools deemed…

Barriers to Parental Involvement in the Pre-Kindergarten Classroom

ERIC Educational Resources Information Center

Savacool, J. Leigh

2011-01-01

Research has shown that parental involvement affects children's achievement more than school procedures especially in the primary years. Researchers have also shown positive effects on children, families, and school when schools and parents continuously support and encourage a child's learning and development. However, there is little research…

Oral Narrative Performance of African American Prekindergartners Who Speak Nonmainstream American English

ERIC Educational Resources Information Center

Terry, Nicole Patton; Mills, Monique T.; Bingham, Gary E.; Mansour, Souraya; Marencin, Nancy

2013-01-01

Purpose: This study had 4 primary purposes: (a) to describe the oral narrative performance of typically developing African American prekindergarten children with commonly used macro- and microstructure measures; (b) to examine the concurrent and (c) predictive relations between narrative performance, spoken dialect use, vocabulary, and story…

Focus in Grade 8: Teaching with Curriculum Focal Points

ERIC Educational Resources Information Center

Schielack, Jane

2010-01-01

This book describes and illustrates learning paths for the mathematical concepts and skills of each grade 8 Focal Point as presented in Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. It includes representational supports for teaching and learning that can facilitate understanding, stimulate productive discussions about…

Screening and Assessment of Kindergarten Children with Developmental Risks.

ERIC Educational Resources Information Center

Moore, C. Rochelle; Sunal, Cynthia S.

This paper reports the implementation of teacher-made, early education screening practices and materials for identifying pre-kindergarten and kindergarten children with developmental risks. A total of 105 children were screened in the spring of 1979 using screening tests devised by the researcher, another kindergarten teacher and a special…

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

ERIC Educational Resources Information Center

Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

2014-01-01

This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for…

Mastering Fact Fluency: Are They Game?

ERIC Educational Resources Information Center

Godfrey, Connie J.; Stone, Jamalee

2013-01-01

Math games can be powerful tools in helping students achieve automaticity in basic addition and related subtraction facts if both teachers and students use them purposefully. According to the National Council of Teachers of Mathematics (NCTM 2000), developing a solid mathematical foundation is essential for every child in prekindergarten through…

Earobics[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

Earobics[R] is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters. Earobics[R] Foundations is the version for pre-kindergarten, kindergarten, and first grade. Earobics[R] Connections is for second and third graders…

Designing Schools Based on Brain Research.

ERIC Educational Resources Information Center

Chermayeff, Peter; Townsend, Ted

An audiotape explains an Iowa rainforest project that promotes experiential learning for children, and explores the effects of the physical environment on the brain. The project is a one-of-a-kind private/partnership that has created a fully integrated, seamless educational facility that combines a public school (prekindergarten through fifth…

Research on Curricular Development for Pre-Kindergarten Mathematics and Science

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whittaker, Jessica Vick; McGuire, Pat; Lee, Youngju; Kilday, Carolyn

2015-01-01

Background/Context: As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises.…

How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor

PubMed Central

Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

2015-01-01

Currently, in China, improving the quality of teachers’ emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p–12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers’ perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers’ perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers’ use of appropriate emotional labor strategies should be implemented in schools in Mainland China. PMID:26457713

How School Climate Influences Teachers' Emotional Exhaustion: The Mediating Role of Emotional Labor.

PubMed

Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

2015-10-08

Currently, in China, improving the quality of teachers' emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p-12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers' perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers' perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers' use of appropriate emotional labor strategies should be implemented in schools in Mainland China.

Young Children's Understandings of Length Measurement: Evaluating a Learning Trajectory

ERIC Educational Resources Information Center

Szilagyi, Janka; Clements, Douglas H.; Sarama, Julie

2013-01-01

This study investigated the development of length measurement ideas in students from prekindergarten through 2nd grade. The main purpose was to evaluate and elaborate the developmental progression, or levels of thinking, of a hypothesized learning trajectory for length measurement to ensure that the sequence of levels of thinking is consistent…

Everyday Mathematics®. What Works Clearinghouse Intervention Report. Updated November 2015

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

The "Everyday Mathematics®" curriculum aims to provide students in prekindergarten through grade 6 with multiple opportunities to learn math concepts and practice skills. Since the release of the WWC's 2010 Everyday Mathematics report, the curriculum continues to be widely used and evaluated. This updated review includes 30 studies that…

Zebras and Jaguars, Oh My! Integrating Science and Engineering Standards with Art during Prekindergarten Block Time

ERIC Educational Resources Information Center

Smith, Brandy A.; Cline, Jane E.

2016-01-01

This study considered how arts integration impacted preschoolers concerning the students' acquisition, understanding, and retention of information about animal habitats. This current investigation used control and experimental conditions to determine the effects of art integration during students' block building of animal habitats and their…

Writing a Relationship: Home-School Journals

ERIC Educational Resources Information Center

Kay, Amy M.; Neher, Andrea; Lush, Lindsey Hall

2010-01-01

Three elementary teachers share how they engaged in active listening with the families of children in their classrooms by using home-school journals. Their use spans pre-Kindergarten to fifth grade, and the techniques and responses by each teacher vary based on need and intended purpose. The authors share explanations of process, findings, and…

Complexity of Reasoning about Children's Development: Links with Teacher-Preparation Content Courses and Supervised Laboratory Experience

ERIC Educational Resources Information Center

Guzell, Jacqueline R.; Stringer, Sharon A.

2004-01-01

In a sample of 74 university students studying early childhood and pre-kindergarten education, researchers assessed the relationships between child development knowledge, complexity of reasoning about development, prior work experience with children, and teacher-preparation content courses and laboratory courses. There was no statistically…

A Comparative Analysis of Preschool Attendance and Reading Achievement among Second-Grade Students

ERIC Educational Resources Information Center

Burton, Kelly Latham

2011-01-01

Preschool attendance is considered an important factor for predicting later success in literacy achievement. This quantitative ex-post facto study examined whether attendance of public prekindergarten is related to improved reading achievement in 2nd grade students in a rural, southeastern school district. The learning theories of Piaget, Bandura,…

The Landscape of Prek-12 Engineering Online Resources for Teachers: Global Trends

ERIC Educational Resources Information Center

Bagiati, Aikaterini; Yoon, So Yoon; Evangelou, Demetra; Magana, Alejandra; Kaloustian, Garene; Zhu, Jiabin

2015-01-01

Background: The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires…

Psychometric Profile of an Experimental Emergent Literacy Screener for Preschoolers

ERIC Educational Resources Information Center

Bailet, Laura L.; Zettler-Greeley, Cynthia; Lewis, Kandia

2018-01-01

Home literacy activities influence children's emergent literacy progress and readiness for reading instruction. To help parents fulfill this opportunity, we developed a new Emergent Literacy Screener (ELS) and conducted 2 studies of its psychometric properties with independent prekindergarten samples. For Study 1 (n = 812, M[subscript age] = 54.4…

Compost: The Rot Thing for Our Earth

ERIC Educational Resources Information Center

Estes, Fred; Fucigna, Carolee

2013-01-01

Fred Estes is a science teacher and lower school science coordinator at The Nueva School in Hillsborough, California. Carolee Fucigna is a prekindergarten teacher at The Nueva School in Hillsborough, California. Their year in the classroom regularly begins with starting a compost pile that serves as a focus for classroom research and science…

Developmental Drama: The Curricular Process for Prekindergarten-Grade 6.

ERIC Educational Resources Information Center

Berghammer, Gretta; And Others

This curriculum guide presents a model for instruction in drama and theater education that integrates dramatic art in the elementary curriculum and addresses the developmental needs of all students. Part I outlines curriculum goals related to skills, attitudes, and understanding. These goals are to: (1) create and evaluate drama and theater…

Understanding Artful Behavior as a Human Proclivity: Clues from a Pre-Kindergarten Classroom

ERIC Educational Resources Information Center

Blatt-Gross, Carolina

2011-01-01

Concurrent to the present reduction of arts education in mainstream American schools, many evolutionary-minded scholars are asserting that artistic behavior contributes significantly to cognition, has been advantageous for our survival, and satisfies psychological needs that are biologically embedded. Supported by long-term and wide-spread art…

Do Explicit Number Names Accelerate Pre-Kindergarteners' Numeracy and Place Value Acquisition?

ERIC Educational Resources Information Center

Magargee, Suzanne D.; Beauford, Judith E.

2016-01-01

The purpose of this longitudinal study is to investigate whether an early childhood intervention using an explicit and transparent number naming system will have a lasting benefit to English and Spanish speaking children in their mathematics achievement related to number sense by accelerating their acquisition of concepts of numeracy and place…

Playing with Science: An Investigation of Young Children's Science Conceptions and Misconceptions

ERIC Educational Resources Information Center

Smolleck, Lori; Hershberger, Vanessa

2011-01-01

The purpose of this research was to investigate the conceptions and misconceptions of young children (ages 3-8) related to science concepts, skills, and phenomena. These conceptions and misconceptions were investigated within the framework of the Pennsylvania Early Learning Standards for Pre-Kindergarten and the Pennsylvania Standards for…

Questioning Techniques: A Study of Instructional Practice

ERIC Educational Resources Information Center

Hill, Joan Buchanan

2012-01-01

This study took place in an independent all girls' school which serves over six hundred students in grades pre-kindergarten through twelve. This study seeks to answer the question: To what extent do teachers use questions to encourage deeper thinking and fuller responses. Through a review of literature, observations, interviews and analysis,…

The Dawn of Development: A Guide for Educating Visually Impaired Young Children. Volume I: Assessment.

ERIC Educational Resources Information Center

Umansky, Warren; And Others

The guide offers a means for evaluating specific learning characteristics of visually impaired children at three levels: prereadiness (prekindergarten), readiness (kindergarten), and academic (primary grades). Items are designed to be administered by informal observation and structured testing. Score sheets contain space for reporting two testing…

A Peek at a Bilingual Pre-Kindergarten. Publication No. 82.52.

ERIC Educational Resources Information Center

Curtis, Jonathan J.; Arocena, Martin

A total of 21 full-day structured classroom observations were conducted in six classes of the Austin Independent School District Bilingual Preschool Project (Texas) having a high incidence of limited-English-proficient (LEP) students. Each class consisted of 15 LEP students and 3 English-proficient students. It was anticipated that…

Miles to Go: Mississippi. Pre-Kindergarten--Time to Begin

ERIC Educational Resources Information Center

Suitts, Steve

2010-01-01

This report by the Southern Education Foundation (SEF) finds that high-quality pre-kindergarten (Pre-K) is the "first, essential step towards building the educated workforce that will enable a better economic future for Mississippi." The report calls on Mississippi leaders to establish a blue-ribbon, bipartisan commission to develop a…

Fostering At-Risk Preschoolers' Number Sense

ERIC Educational Resources Information Center

Baroody, Arthur; Eiland, Michael; Thompson, Bradley

2009-01-01

Research Findings: A 9-month study served to evaluate the effectiveness of a pre-kindergarten number sense curriculum. Phase 1 of the intervention involved manipulative-, game-based number sense instruction; Phase 2, computer-aided mental-arithmetic training with the simplest sums. Eighty 4- and 5-year-olds at risk for school failure were randomly…

Correlates of Phonological Awareness in Preschoolers with Speech Sound Disorders

ERIC Educational Resources Information Center

Rvachew, Susan; Grawburg, Meghann

2006-01-01

Purpose: The purpose of this study was to examine the relationships among variables that may contribute to poor phonological awareness (PA) skills in preschool-aged children with speech sound disorders (SSD). Method: Ninety-five 4- and 5-year-old children with SSD were assessed during the spring of their prekindergarten year. Linear structural…

Adaptive Physical Education and Aquatics for Students with Disabilities: A Teacher's Unique Experience

ERIC Educational Resources Information Center

Blassingame, Jennifer Cheryl

2011-01-01

Students with the most severe disabilities have special needs that cannot be addressed with general education curriculum modifications in a traditional prekindergarten-12th grade environment (Heward, 2006). It is essential that expert teachers with specialized educational background and training are prepared to adapt daily lessons to accommodate…

Instruction in Spanish and Outcomes for Pre-Kindergarten English Language Learners. Research Brief

ERIC Educational Resources Information Center

Burchinal, Margaret; Field, Samuel; Lopez, Michael L.; Howes, Carollee; Pianta, Robert

2013-01-01

This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that…

Reconceptualising Advocacy: Creating Inclusive Education in US Universal Pre-Kindergarten

ERIC Educational Resources Information Center

Sherfinski, Melissa; Weekley, Brandi Slider; Mathew, Sera

2015-01-01

This narrative inquiry concerns preschool education in the USA. It describes and analyses the barriers and possibilities for inclusion/exclusion that educators and parents of young children in a West Virginian community believe that it poses. The researchers present a case study designed to examine the context of inclusive education as revealed in…

Project Familia. Final Evaluation Report, 1993-94. OER Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Research.

Project Familia was an Elementary and Secondary Education Act Title VII project in its second year in 1993-94 in New York City. Project Familia served 77 children at 3 schools who were identified as limited English proficient, special education students in prekindergarten through fifth grade and their parents. The project provided after-school…

"We Get To Learn!": Building Urban Children's Sense of Future in an Elementary School.

ERIC Educational Resources Information Center

Kinney, David A.

Students' experiences of daily classroom activities and the larger school context were studied at the Robert W. Coleman Elementary School, Baltimore (Maryland). Coleman is an inner-city school serving about 500 African American children in prekindergarten through grade 5. The school is organized into three campuses--primary, "Coleman"…

Transformative Hispanic-Serving Institutions: Realizing Equity Praxis through Community Connections and Local Solutions

ERIC Educational Resources Information Center

Ruiz, Marisol; Valverde, Michelle

2012-01-01

Schools serve as antidemocratic spaces where teacher, parent, community member, and student voices are typically disregarded. Instead, philanthropists and businesses are allowed to drive school and district agendas. An exploration of 3 local efforts that connect a Hispanic-Serving Institution (HSI) with prekindergarten to Grade 12 students and…

Making Pre-K Count: Improving Math Instruction in New York City

ERIC Educational Resources Information Center

Morris, Pamela A.; Mattera, Shira K.; Maier, Michelle F.

2016-01-01

In the context of a persistent achievement lag among low-income children despite substantial investments in early education, policymakers and practitioners continue to seek ways to improve the quality of children's preschool experiences. The Making Pre-K Count study addresses whether strengthening prekindergarten (pre-K) instruction in math,…

Scaly, Slimy Fun in Prekindergarten

ERIC Educational Resources Information Center

Eastburn, Mark; Ackerman, Andrea; Jones, Bevan

2017-01-01

Nothing captures children's attention more than a living animal, and the more exotic its appearance, the greater the effect. Some of the most exotic-looking creatures, such as toads, frogs, and turtles, can be found near schools, and even in cities, reptiles and amphibians (commonly known as "herps") usually aren't far. Teachers may also…

Engaged Reading for Pleasure and Learning: A Report from the National Reading Research Center.

ERIC Educational Resources Information Center

Baumann, James F.; Duffy, Amy M.

This report highlights key studies, salient findings, and the significance of research supported by the National Reading Research Center (NRRC), which was charged to conduct research on reading instruction appropriate for prekindergarten through 12th-grade learning environments. The first chapter of the report elaborates on a foundation principle…

Study about Religions in the Social Studies Curriculum

ERIC Educational Resources Information Center

Social Education, 2014

2014-01-01

This position statement is aimed at informing the general public, the K-12 community, and all educators, from pre-kindergarten through graduate school, about the importance of addressing study about religions in the social studies curriculum in ways that are constitutionally and academically sound. National Council for the Social Studies (NCSS)…

A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention with Students Who Are Deaf or Hard of Hearing and Use Sign Language

ERIC Educational Resources Information Center

Tucci, Stacey L.; Easterbrooks, Susan R.

2015-01-01

This study investigated children's acquisition of three aspects of an early literacy curriculum, "Foundations for Literacy" ("Foundations"), designed specifically for prekindergarten students who are deaf or hard of hearing (DHH): syllable segmentation, identification of letter-sound correspondences, and initial-sound…

September 11: An Elementary School at Ground Zero.

ERIC Educational Resources Information Center

Lehmuller, Pierre; Switzer, Anna

2002-01-01

Describes what happened at New York City's Public School 234 after the terrorist attack on the World Trade Center on September 11. The prekindergarten through grade 5 elementary school of 655 students was located near ground zero. Emphasizes efforts to ensure students' immediate safety and security, provide rapid evacuation, and move to another…

Executive Function Skills and Academic Achievement Gains in Prekindergarten: Contributions of Learning-Related Behaviors

ERIC Educational Resources Information Center

Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

2015-01-01

Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten…

Examining the Factorial Structure of the T-CRS 2.1

ERIC Educational Resources Information Center

Weber, Melissa R.; Lotyczewski, Bohdan S.; Montes, Guillermo; Hightower, A. Dirk; Allan, Marjorie

2017-01-01

The factor structure of the Teacher-Child Rating Scale (T-CRS 2.1) was examined using confirmatory factor analysis (CFA). A cross-sectional study was carried out on 68,497 children in prekindergarten through Grade 10. Item reduction was carried out based on modification indices, standardized residual covariance, and standardized factor loadings. A…

The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families

ERIC Educational Resources Information Center

Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.

2010-01-01

This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the prekindergarten year and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head…

Recognition & Response: Response to Intervention for PreK

ERIC Educational Resources Information Center

Buysse, Virginia; Peisner-Feinberg, Ellen

2010-01-01

Some young children show signs that they may not be learning in an expected manner, even during the prekindergarten (PreK) years. These children may exhibit learning challenges in areas such as developing language, counting objects, hearing differences in letter sounds, paying attention during story time, or learning how to write. Teachers,…

Ethnic Differences in the Effects of Parental Depression on Preschool Children's Socioemotional Functioning

ERIC Educational Resources Information Center

Aikens, Nikki L.; Coleman, Cheri P.; Barbarin, Oscar A.

2008-01-01

The present study describes the depressive symptomatology of 393 parents of prekindergarten children and assesses ethnic differences in the depression scores of these parents and their differential consequences for children's social competence. Data are drawn from the National Center for Early Development and Learning (NCEDL) classroom study, a…

Educator Abroad: Teaching ("Insegnare") and Learning ("Imparare") with Italian Children

ERIC Educational Resources Information Center

Veltri, Barbara Torre

2012-01-01

Over her 30-year career as a certified teacher, researcher, and university teacher educator, the author has planned, facilitated and refined educational experiences for children from pre-kindergarten through adolescence, as well as for adults who teach (or were preparing to teach) in New York, Connecticut, Texas, and Arizona. During the summer of…

Nevada Pre-Kindergarten Content Standards.

ERIC Educational Resources Information Center

Nevada State Department of Education, 2004

2004-01-01

The No Child Left Behind legislation focuses on the need for accountability in supporting student achievement for all children. The standards movement in the U.S. has articulated key benchmarks for student achievement at each grade level K-12 in academic content areas. Through the "No Child Left Behind" legislation and the "Good Start, Grow Smart"…

A Critical Review of the Massachusetts Next Generation Science and Technology/Engineering Standards. Policy Brief

ERIC Educational Resources Information Center

Metzenberg, Stan

2015-01-01

Stan Metzenberg offers a critical analysis of the draft "Massachusetts Science and Technology/Engineering Standards," which are for pre-Kindergarten to Grade 8 and introductory high school courses. Metzenberg claims that the document reveals significant, unacceptable gaps in science content, as well as some notable errors and…

The Influence of Teachers' Efficacy and Beliefs regarding Mathematics Instruction in the Early Childhood Classroom

ERIC Educational Resources Information Center

Brown, Elizabeth Todd

2005-01-01

This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers' sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional…

Developing the BIO Questionnaire: A Bilingual Parent Report Tool for Prekindergarten English Learners of Latino Heritage

ERIC Educational Resources Information Center

Hardin, Belinda J.; Scott-Little, Catherine; Mereoiu, Mariana

2013-01-01

With the increasing number of preschool-age children of Latino heritage entering U.S. schools comes a growing need to accurately determine children's individual needs and identify potential disabilities, beginning with the screening process. Unfortunately, teachers face many challenges when screening English language learners. Often, parents have…

The Use of Rewards and Punishment in Early Childhood Classrooms

ERIC Educational Resources Information Center

Moberly, Deborah A.; Waddle, Jerry L.; Duff, R. Eleanor

2005-01-01

Much has been written about the problems associated with reliance on extrinsic rewards and punishment in controlling behavior and motivating students. This study explores the use of extrinsic rewards and punishment by prekindergarten-grade 3 teachers in Missouri. The purpose of the study was to (a) determine the most common motivational practices…

Assessment of Student Learning in Social Studies.

ERIC Educational Resources Information Center

Austen, Caryn Kellerhals; And Others

This document, part of a series of papers which describe the assessment of student learning in various aspects of the South Carolina curriculum from prekindergarten through grade 12, focuses on the assessment of student learning in the social studies classroom. It begins with an overview of current curriculum goals in social studies education and…

Does It Sink or Float?

ERIC Educational Resources Information Center

McDonald, Judith Richards

2012-01-01

This activity is designed to teach prekindergarten to second grade students about the concept of sink or float through an inquiry activity. Students will use familiar objects to predict and test the properties of sink and float. Background information is offered to teachers to assist them with this activity. This lesson begins with an engaging…

Saving Urban Children: Revisiting the Mission of Urban Education in 2017

ERIC Educational Resources Information Center

Kotzin, Diana Slaughter

2017-01-01

This article begins with an introduction to the concept of urban education. Next, the author addresses the future challenge of long-term and developmental perspective in this field, as contrasted with perspectives held by prekindergarten and preschool professionals in early childhood education. Her hope is that this challenge will be addressed in…

Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum

ERIC Educational Resources Information Center

Schacter, John; Shih, Jeff; Allen, Charles M.; DeVaul, Lina; Adkins, Amy B.; Ito, Taro; Jo, Booil

2016-01-01

Research Findings: Effective preschool mathematics instruction is especially important for low-income children. Previous research demonstrates that low-income children enter kindergarten behind their middle-income peers. They receive less mathematics support at home and from public preschools. The aim of this study was to test Math Shelf, a tablet…

Montana Institute for Effective Teaching of American Indian Children (Missoula, Montana, 1992).

ERIC Educational Resources Information Center

Montana State Dept. of Public Instruction, Helena.

This guide presents 11 American Indian study units developed by Montana teachers. Nine units are intended for intermediate or middle-school grades; two are suitable for prekindergarten through primary grades. The units contain information about various American Indian tribes, but focus on tribes of Montana. Many lessons include writing and…

On the Home Front: Early Care and Education a Top Priority for Military Families

ERIC Educational Resources Information Center

Coleman, Alice

2011-01-01

Military parents with young children report that the need for early care and education services, including high-quality pre-kindergarten, tops their list of day-to-day needs. Frequent relocations and the cycle of deployment--preparation, separation and reunification--all cause disruptions that can have profound emotional and educational…

Enabling School Structures, Trust, and Collective Efficacy in Private International Schools

ERIC Educational Resources Information Center

Gray, Julie A.; Summers, Robert

2016-01-01

This article explores the role of enabling school structures, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America and Mexico. While most of these schools shared an "American" curriculum the local culture and school norms affected the climate of the…

The Effectiveness of a Supplemental Pre-Kindergarten Vocabulary Intervention

ERIC Educational Resources Information Center

Kong, Na Young

2013-01-01

Oral vocabulary is a strong predictor of young children's later reading development. Many children enter kindergarten with weak vocabulary knowledge and could benefit from an extra level or higher tier of intentional instruction in vocabulary that supplements the Tier 1 core curriculum in language. Recent findings from research developing a…

Teachers' Thoughts on Teaching Reading: An Investigation of Early Childhood Teachers' Perceptions of Literacy Acquisition

ERIC Educational Resources Information Center

Giles, Rebecca M.; Tunks, Karyn

2015-01-01

Teachers' assumptions about teaching and learning have a critical impact on pedagogical practices. This study was conducted to investigate the perceptions of early childhood educators regarding children's acquisition of literacy in an attempt to gain a picture of current instructional practices. Prekindergarten through second grade teachers…

Caregiver Responsiveness during Preschool Supports Cooperation in Kindergarten: Moderation by Children's Early Compliance

ERIC Educational Resources Information Center

Pratt, Megan E.; Lipscomb, Shannon T.; McClelland, Megan M.

2016-01-01

Research Findings: The current study examined how children's parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children's…

Low-income, minority fathers' control strategies and their children's regulatory skills.

PubMed

Malin, Jenessa L; Cabrera, Natasha J; Karberg, Elizabeth; Aldoney, Daniela; Rowe, Meredith L

2014-01-01

The current study explored the bidirectional association of children's individual characteristics, fathers' control strategies at 24 months, and children's regulatory skills at prekindergarten (pre-K). Using a sample of low-income, minority families with 2-year-olds from the Early Head Start Research and Evaluation Project (n = 71), we assessed the association between child gender and vocabulary skills, fathers' control strategies at 24 months (e.g., regulatory behavior and regulatory language), and children's sustained attention and emotion regulation at prekindergarten. There were three main findings. First, fathers overwhelmingly used commands (e.g., "Do that.") to promote compliance in their 24-month-old children. Second, children's vocabulary skills predicted fathers' regulatory behaviors during a father-child interaction whereas children's gender predicted fathers' regulatory language during an interaction. Third, controlling for maternal supportiveness, fathers' regulatory behaviors at 24 months predicted children's sustained attention at pre-K whereas fathers' regulatory language at 24 months predicted children's emotion regulation at pre-K. Our findings highlight the importance of examining paternal contributions to children's regulatory skills. © 2014 Michigan Association for Infant Mental Health.

THE MAGIC OF PLAY: LOW-INCOME MOTHERS' AND FATHERS' PLAYFULNESS AND CHILDREN'S EMOTION REGULATION AND VOCABULARY SKILLS.

PubMed

Cabrera, Natasha J; Karberg, Elizabeth; Malin, Jenessa L; Aldoney, Daniela

2017-11-01

Using data from a diverse sample of low-income families who participated in the Early Head Start Research Evaluation Project (n = 73), we explored the association between mothers' and fathers' playfulness with toddlers, toddler's affect during play, and children's language and emotion regulation at prekindergarten. There were two main findings. First, fathers' playfulness in toddlerhood was associated with children's vocabulary skills in prekindergarten whereas mothers' playfulness was related to children's emotion regulation. Cross-parental effects were found only for mothers. The association between mothers' playfulness and children's vocabulary and emotion regulation was strengthened when fathers engaged in more pretend play and when children were affectively positive during the play. These findings show that playfulness is an important source of variation in the vocabulary and emotion regulation of children growing up in low-income families. They also point to domain-specific ways that mothers and fathers promote children's regulatory and vocabulary skills, and highlight the importance of children's positive engagement in play. © 2017 Michigan Association for Infant Mental Health.

Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

PubMed

Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

2015-07-01

Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. (c) 2015 APA, all rights reserved).

Reforming Preschools and Schools.

PubMed

Duncan, Greg J; Magnuson, Katherine; Murnane, Richard J

2016-04-01

Compared with their higher-income counterparts, children growing up in low-income families in the United States typically complete less schooling, report worse health, and work and earn less in adulthood. Moreover, changes in the American economy over the last 40 years have raised the level of skills and qualifications that children need to obtain a good middle-class job, as well as making it much more difficult for children from low-income families to attend schools that support their learning of these skills. We first review strategies used in the past to improve K-12 schooling-including investing more money, introducing more accountability, and putting in place new governance structures (eg, charter schools)-and show why these strategies have been relatively ineffective. Drawing on the research literature and case studies, we then describe education reform strategies for prekindergarten programs and for elementary, middle, and high schools that may help meet these challenges. All of the initiatives described in our case studies provide ample opportunities for teachers and school leaders to improve their skills through coaching and other professional development activities; incorporate sensible systems of accountability, including requiring teachers to open their classrooms to the scrutiny of colleagues and school leaders and to work with their colleagues to improve their teaching practices; and incorporate high academic standards, such as those described in the Common Core State Standards. By focusing directly on improving teaching and promoting learning, these successful initiatives have boosted the achievement of low-income children. They show that it is indeed possible to make a real difference in the life chances of low-income children. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms

ERIC Educational Resources Information Center

Whittaker, Jessica Vick; Kinzie, Mable B.; Williford, Amanda; DeCoster, Jamie

2016-01-01

Research Findings: This study examined the impact of MyTeachingPartner-Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded…

Never Arrive: Teachers Reflect on a CES Elementary School

ERIC Educational Resources Information Center

Spiri, Helen; Ayers, Pamela

2007-01-01

What is a Coalition elementary school? In the Chesapeake Coalition of Essential Schools network, each of its schools has made meaning of the ten Common Principles in very different ways. Many of the network's elementary schools have grown into fine examples of what CES brings to pre-kindergarten through fifth grade schooling. Principals, teachers,…

Behavioral Self-Regulation and Executive Function Both Predict Visuomotor Skills and Early Academic Achievement

ERIC Educational Resources Information Center

Becker, Derek R.; Miao, Alicia; Duncan, Robert; McClelland, Megan M.

2014-01-01

The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of…

The Family Backpack Project: Responding to Dual-Language Texts through Family Journals

ERIC Educational Resources Information Center

Rowe, Deborah; Fain, Jeanne Gilliam

2013-01-01

The Family Backpack Project provided 249 low-income, prekindergarten children and their families with opportunities to read and listen to audio recordings of 3 sets of books in their homes. Families received English or dual-language texts (English plus Spanish, Arabic, Kurdish, or Somali) matched to their home languages. Children and their…

Progressive Practices in Public Schools. Occasional Paper Series 35

ERIC Educational Resources Information Center

Silin, Jonathan, Ed.; Moore, Meredith, Ed.

2016-01-01

Confirmation of the current enthusiasm for re-visioning progressive education arrived in inboxes this fall when the Bank Street College of Education received more submissions for this issue than for any other in the journal's 17-year history. From these the editors have selected a range of essays that reflect pre-kindergarten through high-school…

Impacts of Teacher-Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers' Social Interaction

ERIC Educational Resources Information Center

Lin, Tzu-Jung; Justice, Laura M.; Emery, Alyssa A.; Mashburn, Andrew J.; Pentimonti, Jill M.

2017-01-01

Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage…

Engaging Prekindergarten Dual Language Learners in Projects

ERIC Educational Resources Information Center

Jones, Meredith K.; Shue, Pamela L.

2013-01-01

In a preschool class where the teachers speak only English and the majority of the children speak only Spanish, it is challenging to choose a topic that is interesting enough to engage all children in project work that supports language development. Luckily for the children, pizza is a delicious, familiar, and easily accessible topic to explore.…

"iRobiQ": The Influence of Bidirectional Interaction on Kindergarteners' Reading Motivation, Literacy, and Behavior

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Chang, Cheng-Sian; Lin, Chien-Yu; Hsu, Hsiu-Ling

2015-01-01

This study focused on an intelligent robot which was viewed as a language teaching/learning tool to improve children's reading ability, reading interest, and learning behavior. The iRobiQ, with its multimedia contents, was employed to encourage children to read, speak, and answer questions. Fifty-seven pre-kindergarteners participated in this…

Primary Level Assessment for IASA Title I: A Call for Discussion. Series on Standards and Assessments.

ERIC Educational Resources Information Center

Horm-Wingerd, Diane M.; Winter, Phoebe C.; Plofchan, Paula

The purpose of this paper is twofold: to review appropriate assessment techniques in prekindergarten through grade 3 settings and to serve as a catalyst for further discussion and work on the topic of developmentally appropriate accountability assessment. The discussion is based on the thesis that developmentally appropriate assessment and…

Beyond Mother Education: Maternal Practices as Predictors of Early Literacy Development in Chilean Children from Low-SES Households

ERIC Educational Resources Information Center

Mendive, Susana; Lissi, María Rosa; Bakeman, Roger; Reyes, Adriana

2017-01-01

Research Findings: To extend findings that are mainly based on North American studies with English speakers, we studied 989 Chilean mothers from households of low socioeconomic status and their prekindergarten children, posing 2 questions: (a) Do mothers' self-reported practices about literacy development predict early literacy outcomes over and…

Optimizing the Efficiency of Tennessee Prekindergarten through Twelfth Grade Public Education

ERIC Educational Resources Information Center

Ellerbrook, James Eric

2016-01-01

Previous studies that assess public school district efficiency have been restricted in practical research. Most studies base efficiency on student achievement, which can be convoluted due to the demographics of a public school district. The purpose of this study was to determine the efficiency of public education in a more meaningful way. This…

The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities

ERIC Educational Resources Information Center

Gottfried, Michael A.

2017-01-01

Background/Context: Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of…

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

ERIC Educational Resources Information Center

Neuman, Susan B.; Wright, Tanya S.

2010-01-01

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. Participating teachers (N = 148) from 6 urban cities were randomly assigned to Group 1 (coursework), Group 2 (on-site coaching), or Group 3 (control group). Pre- and postassessments…

The Questions Verbal Children with Autism Spectrum Disorder Encounter in the Inclusive Preschool Classroom

ERIC Educational Resources Information Center

Sanders, Eric J.; Irvin, Dwight W.; Belardi, Katie; McCune, Luke; Boyd, Brian A.; Odom, Samuel L.

2016-01-01

This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n?=?42) were…

Improving Executive Functions in 5- and 6-year-olds: Evaluation of a Small Group Intervention in Prekindergarten and Kindergarten Children

ERIC Educational Resources Information Center

Röthlisberger, Marianne; Neuenschwander, Regula; Cimeli, Patriza; Michel, Eva; Roebers, Claudia M.

2012-01-01

Research suggests a central role of executive functions for children's cognitive and social development during preschool years, especially in promoting school readiness. Interventions aiming to improve executive functions are therefore being called for. The present study examined the effect of a small group intervention implemented in kindergarten…

A Longitudinal Investigation of Morpho-Syntax in Children with Speech Sound Disorders

ERIC Educational Resources Information Center

Mortimer, Jennifer; Rvachew, Susan

2010-01-01

Purpose: The intent of this study was to examine the longitudinal morpho-syntactic progression of children with Speech Sound Disorders (SSD) grouped according to Mean Length of Utterance (MLU) scores. Methods: Thirty-seven children separated into four clusters were assessed in their pre-kindergarten and Grade 1 years. Cluster 1 were children with…

Longitudinal Associations between Executive Functioning and Academic Skills across Content Areas

ERIC Educational Resources Information Center

Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Farran, Dale Clark; Dong, Nianbo

2014-01-01

This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded…

Developing Appropriate Activities with Early Intervention Prekindergarten Families To Prepare Children for Academic Success.

ERIC Educational Resources Information Center

Schnettler, Shirley I.

This practicum report describes a 13-week intervention that facilitated the participation of parents of 16 preschoolers in the instruction of their children. Objectives of the intervention were that: (1) parents and children would participate in take-home projects and workshops; (2) parents and children would increase the amount of time they spent…

An Evaluation of a New Printing Instrument to Aid in Identifying the Failure-prone Preschool Child.

ERIC Educational Resources Information Center

Simner, Marvin L.

Involving 619 preschool children, a longitudinal investigation evaluated a new test for identifying preschool children who produce an excessive number of form errors in printing. All children participating were fluent in English and were in the appropriate grades for their ages, either pre-kindergarten or kindergarten, when they were given the…

What about Our Passions as Teachers? Incorporating Individual Interests in Emergent Curricula

ERIC Educational Resources Information Center

Alati, Sergio

2005-01-01

In his experiences as a prekindergarten teacher, this author was struck by a simple revelation that has informed and guided his teaching practice. He discovered that the things he enjoyed teaching most were almost always connected to his own passions and values. He found that during fascinating, teachable moments the most novel thing happened: He…

Preliminary Impacts of SECURe PreK on Child- and Classroom-Level Outcomes

ERIC Educational Resources Information Center

Jones, Stephanie M.; Kargman, Marie; Kargman, Max; Bailey, Rebecca

2014-01-01

This paper presents initial results from a pilot evaluation of the pre-K component of a new school-based intervention strategy (Social, Emotional, and Cognitive Understanding and Regulation in education, SECURe) for pre-kindergarten through 3rd grade that is designed to build skills in social-emotional learning (focusing on executive function and…

An Investigation of Traditional Professional Development versus Reform Professional Development and the Implementation of Strategies, Curriculum and Classroom Environment by Prekindergarten Teachers

ERIC Educational Resources Information Center

Oliver-Brooks, Helen

2013-01-01

The purpose of this study is to investigate differences between traditional conventional professional development and high quality reflective professional development and curriculum implementation of classroom practices. This study examined the extent to which professional development activities were associated with increased levels of curriculum…

Examining Pre-Kindergarten-Grade 8 Teacher Practices and Perceptions Regarding Using Facebook and Twitter for Parent-Teacher Communication

ERIC Educational Resources Information Center

Gruber, Heidi

2016-01-01

The purpose of this quantitative, descriptive, survey research was to examine pre-Kindergarten- Grade 8 teacher's perceptions regarding their preparedness, propensity, and felt value of using Facebook and Twitter for parent-teacher communication. The 38 participants completed the Teacher Presurvey, followed by an online instructional intervention,…

Technology-Supported Mathematics Learning Environments (Sixty-Seventh Yearbook) [2005 NCTM Yearbook (67th)

ERIC Educational Resources Information Center

Masalski, William J., Ed.

2005-01-01

Technology is playing an increasingly important role in the teaching and learning of mathematics at all levels. This publication reports on overviews of research and findings on the impact of technology. It furnishes a context in which to observe teachers in prekindergarten through grade 12 and teacher educators using technology to help their…

Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis

ERIC Educational Resources Information Center

Ward, Jennifer; Branson, Stephanie; Cross, Megan D.; Berson, Ilene R.

2016-01-01

This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality…

Bridging the Gap: Individual Growth and Development Indicators--The Which One Doesn't Belong Task

ERIC Educational Resources Information Center

Rodriguez, Megan I.; Wackerle-Hollman, Alisha K.

2015-01-01

The Individual Growth and Development Indicator (IGDI): Which One Doesn't Belong (WODB) task is an early comprehension screening assessment designed for use in pre-Kindergarten multi-tiered systems of support. This article summarizes the purpose, procedures, and evidence base currently available in the literature to support the WODB task. Example…

Theory of Mind in Children with and without Autism Spectrum Disorder: Associations with the Sibling Constellation

ERIC Educational Resources Information Center

Matthews, Nicole L.; Goldberg, Wendy A.

2018-01-01

The two prior studies that have examined associations between the sibling constellation and theory of mind in autism spectrum disorder yielded discrepant findings. Thus, efforts to better understand the sibling-theory of mind link in autism spectrum disorder are necessary. This study examined a sample of prekindergarten- and kindergarten-aged…

Variables and Methodological Considerations Associated with Children's Sex Role Preferences.

ERIC Educational Resources Information Center

Cappella, Roseann

Several key variables in the development and assessment of young children's sex role preference are examined in this study. A sample of 257 pre-kindergarten children (mean age, 59 months) and their mothers participated in this study. After obtaining information on each child's age, IQ, and his/her mother's employment status the It Scale for…

75 FR 27584 - Notice of Availability of Funds and Solicitation for Grant Applications (SGA) to Fund...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-17

... be used to design and develop workforce data systems that are longitudinal and which are designed to... is explained in detail in Section IV of this SGA. A pre-recorded Webinar for prospective applicants... ultimately create longitudinal data systems with individual-level information from pre-kindergarten (pre-K...

Self-Study Guide for Florida VPK Provider Improvement Plan Development

ERIC Educational Resources Information Center

Phillips, Beth M.; Mazzeo, Debbie; Smith, Kevin

2016-01-01

This Self-Study Guide has been developed to support Florida Voluntary Prekindergarten Providers (VPK) who are required to complete an improvement plan process (i.e., low-performing providers). The guide has sections that can be used during both the process of selecting target areas for an improvement plan and the process of implementing new or…

International Professional Learning Communities: The Role of Enabling School Structures, Trust, and Collective Efficacy

ERIC Educational Resources Information Center

Gray, Julie A.; Summers, Robert

2015-01-01

We explored the role of enabling school structures, trust in the principal, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America. While the majority of these schools shared an "American" curriculum that was taught predominantly in English, we found that…

Factors Associated with Accuracy in Prekindergarten Teacher Ratings of Students' Mathematics Skills

ERIC Educational Resources Information Center

Furnari, Emily C.; Whittaker, Jessica; Kinzie, Mable; DeCoster, Jamie

2017-01-01

The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student…

Factors Associated with Accuracy in Prekindergarten Teacher Ratings of Students' Mathematics Skills

ERIC Educational Resources Information Center

Furnari, Emily C.; Whittaker, Jessica; Kinzie, Mable; DeCoster, Jamie

2017-01-01

The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student…

Improving Head Start Students' Early Literacy Skills Using Technology

ERIC Educational Resources Information Center

Shamir, Haya; Yoder, Erik; Feehan, Kathryn; Pocklington, David

2018-01-01

While recent literature has pointed to the efficacy of computer-assisted instruction (CAI) in providing educational intervention at an early age, there is a lack of research exploring its use in a pre-kindergarten setting. The current study assessed the efficacy of CAI on students at the start of their academic careers. The Waterford Early…

Exploring alternative conceptions of teachers and informal educators about selected astronomy concepts

NASA Astrophysics Data System (ADS)

Rutherford, Lori B.

The purpose of this study was to (1) identify alternative conceptions concerning astronomy in groups of formal and informal educators, (2) discover the origins of some of these conceptions and (3) explore how practicing teachers planned to address the need for conceptual change in their students. In response to the first question, a number of alternative conceptions were identified in formal educators, with more for teachers of prekindergarten through third grade than fourth through twelfth grade teachers, and very few alternative conceptions in the informal educators group. In regards to the second research question, a number of origins were indicated: logic, books, elementary school, high school, astronomy classes, self-study and observation. In response to the third question, various practicing teachers used computer programs and modeling in order to address some of the alternative conceptions they noticed in their students. These findings were supported by the literature and theoretical frameworks on which the study was based. The study addressed gaps in the literature concerning alternative conceptions and how they related to Ohio's Academic Content Standards along with nineteen other states. This study also addressed the need for a closer examination of informal educators and how they compare to formal educators in terms of having alternative conceptions. And finally, implications and recommendations were made for practicing educators, materials for practicing educators, teacher education, informal and formal education partnerships, standards modification, research methodology and areas of future research.

Modeling eating behaviors: The role of environment and positive food association learning via a Ratatouille effect.

PubMed

Murillo, Anarina L; Safan, Muntaser; Castillo-Chavez, Carlos; Phillips, Elizabeth D Capaldi; Wadhera, Devina

2016-08-01

Eating behaviors among a large population of children are studied as a dynamic process driven by nonlinear interactions in the sociocultural school environment. The impact of food association learning on diet dynamics, inspired by a pilot study conducted among Arizona children in Pre-Kindergarten to 8th grades, is used to build simple population-level learning models. Qualitatively, mathematical studies are used to highlight the possible ramifications of instruction, learning in nutrition, and health at the community level. Model results suggest that nutrition education programs at the population-level have minimal impact on improving eating behaviors, findings that agree with prior field studies. Hence, the incorporation of food association learning may be a better strategy for creating resilient communities of healthy and non-healthy eaters. A Ratatouille effect can be observed when food association learners become food preference learners, a potential sustainable behavioral change, which in turn, may impact the overall distribution of healthy eaters. In short, this work evaluates the effectiveness of population-level intervention strategies and the importance of institutionalizing nutrition programs that factor in economical, social, cultural, and environmental elements that mesh well with the norms and values in the community.

Playing at Violence: Lock-down Drills, "Bad Guys" and the Construction of "Acceptable" Play in Early Childhood

ERIC Educational Resources Information Center

Delaney, Katherine K.

2017-01-01

This study examines how acceptable play was framed for a class of pre-Kindergarten children by their teacher and classroom aide. Using comic subjectivity theory [Zupancic, A. (2008). "The odd one in: On comedy." Cambridge: MIT Press], the author explores how children's playing at pretend violence (bad guy and pretend gun play) is…

SY 2010-11 Customer Satisfaction Survey Results (Full Report). DoDEA Results

ERIC Educational Resources Information Center

Department of Defense Education Activity, 2011

2011-01-01

The Department of Defense Education Activity (DoDEA) Customer Satisfaction Survey is a biennial survey administered by DoDEA to parents and students to monitor DoDEA's success in meeting students' needs. The survey is administered every other year to sponsors with children in pre-kindergarten-12th grade and to students in grades 4-12. For the…

SY 2008-09 Customer Satisfaction Survey Results (Full Report). DoDEA Results

ERIC Educational Resources Information Center

Department of Defense Education Activity, 2009

2009-01-01

The Department of Defense Education Activity (DoDEA) Customer Satisfaction Survey is a biennial survey administered by DoDEA to parents and students to monitor DoDEA's success in meeting students' needs. The survey is administered every other year to sponsors with children in pre-kindergarten--12th grade and to students in grades 4-12. For the…

Selling Pre-K: Media, Politics, and Policy in the Case of Universal Pre-Kindergarten in New York City

ERIC Educational Resources Information Center

Delaney, Katherine K.; Neuman, Susan B.

2018-01-01

Background/Context: Educational policy is informed by multiple stakeholders and actors. Research has focused on understanding how policy decisions are informed and made, as well as how teachers and school leaders take up these policies in their practice. However, few researchers have examined how educational policy is framed for the larger public…

Use of the Curriculum Research Framework (CRF) for Developing a Reading-Comprehension Curricular Supplement for the Primary Grades

ERIC Educational Resources Information Center

Elementary School Journal, 2016

2016-01-01

This article describes nine phases of curriculum-development activities conducted by the Language and Reading Research Consortium (LARRC), the end result of which was to arrive at a research-based supplemental curriculum that could be used by teachers of English-speaking or bilingual Spanish-English-speaking children in prekindergarten and…

Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

ERIC Educational Resources Information Center

Brock, Laura L.; Curby, Timothy W.

2014-01-01

Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's…

Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms?

ERIC Educational Resources Information Center

Sandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C.

2018-01-01

The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

Fathers' Influence on Their Children's Cognitive and Emotional Development: From Toddlers to Pre-K

ERIC Educational Resources Information Center

Cabrera, Natasha J.; Shannon, Jacqueline D.; Tamis-LeMonda, Catherine

2007-01-01

We present findings based on several of our recent studies that have shown that father engagement has significant effects on children's cognition and language at 24 and 36 months and their social and emotional development at 24, 36 months, and pre-Kindergarten. These studies are guided by the Dynamics of Paternal Influences on Children over the…

Implementing Accelerated Schools in New Orleans: The Satellite Center Project as an Agent of Change.

ERIC Educational Resources Information Center

Miron, Louis F.; And Others

An overview is provided of the Accelerated Schools Project (ASP) as implemented in one urban elementary school in New Orleans, emphasizing the role of the University of New Orleans Satellite Center. The present student population of the school studied is 405 students in grades pre-kindergarten through six. The ASP is a non-traditional strategy for…

Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research

ERIC Educational Resources Information Center

Bowman-Perrott, Lisa; Burke, Mack D.; Zaini, Samar; Zhang, Nan; Vannest, Kimberly

2016-01-01

The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect…

Multi-Grade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socio-Emotional Development

ERIC Educational Resources Information Center

Ansari, Arya

2017-01-01

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 5-year-olds attending…

Social Studies, Social Competence and Citizenship in Early Childhood Education: Developmental Principles Guide Appropriate Practice

ERIC Educational Resources Information Center

Kemple, Kristen M.

2017-01-01

The purpose of this article is to examine the nature of appropriate social studies education in the Kindergarten and Pre-Kindergarten years. The importance of social competence development as a basic foundation of the social studies in the early years of schooling is examined, with particular attention to the commonalities shared between goals and…

Robotics in the Early Childhood Classroom: Learning Outcomes from an 8-Week Robotics Curriculum in Pre-Kindergarten through Second Grade

ERIC Educational Resources Information Center

Sullivan, Amanda; Bers, Marina Umaschi

2016-01-01

In recent years there has been an increasing focus on the missing "T" of technology and "E" of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood…

Making a Stink about the "Ideal" Classroom: Theorizing and Storying Conflict in Early Childhood Education

ERIC Educational Resources Information Center

Souto-Manning, Mariana

2014-01-01

In this article, I draw on the ethnographic study of a Universal Pre-Kindergarten class to theorize the functional appeal of conflict that permeates young children's interactions. From a conflict theory perspective, I document how young children negotiate meaning in and with their world as they engage in learning through conflict. While…

Religious Belief and the Queer Classroom: Measuring the Impact of Religious Affiliation on LGBTQ-Inclusive Education Practices

ERIC Educational Resources Information Center

Peter, Tracey

2018-01-01

This study examines the influence of religious affiliation on lesbian, gay, bisexual, trans, two spirit, queer, and questioning (LGBTQ)-inclusive practices. Using data from a national survey of educators from pre-kindergarten to grade 12, multivariate analyses of variance models were employed in order to test the effects of religious affiliation…

Is Dosage Important? Examining Head Start Preschoolers' Language and Literacy Learning after One versus Two Years of "ExCELL"

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Wasik, Barbara A.

2017-01-01

The current study examined whether Head Start children who experienced a high-quality preschool intervention, "Exceptional Coaching for Early Language and Literacy" ("ExCELL"), as three-year-olds began the subsequent pre-kindergarten (or four-year-old) year with stronger language and literacy skills than same-age peers who…

Longitudinal Evaluation of a Scale-up Model for Teaching Mathematics with Trajectories and Technologies: Persistence of Effects in the Third Year

ERIC Educational Resources Information Center

Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine

2013-01-01

Using a cluster randomized trial design, we evaluated the persistence of effects of a research-based model for scaling up educational interventions. The model was implemented in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the two experimental interventions were…

Mobile Learning in Pre-Kindergarten: Using Student Feedback to Inform Practice

ERIC Educational Resources Information Center

Reeves, Jennifer L.; Gunter, Glenda A.; Lacey, Candace

2017-01-01

There is a trend to use mobile devices in K-12 classrooms and create 1:1 learning experiences. Current research has focused on creating student collaborative efforts and increasing engagement when learning using the iPad, as well as the user-friendly characteristics and the tremendous number of apps available. There continues to be a need for…

Classroom Quality Rating Systems: How Do Teachers Prepare and What Do They Think about the Process?

ERIC Educational Resources Information Center

Scott-Little, Catherine; Brown, E. Glyn; Hooks, Laura McDonald; Marshall, Betty Jo

2008-01-01

Working with the South Carolina Department of Education, the authors surveyed prekindergarten and kindergarten teachers whose schools participated in a quality rating system to see what they did to get ready for the observation and what they thought of the evaluation process. The authors also asked them what they thought about the quality of their…

Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development

ERIC Educational Resources Information Center

Ansari, Arya

2017-01-01

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only…

Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange with Students with Autism Spectrum Disorder and Developmental Disabilities

ERIC Educational Resources Information Center

Hill, Doris Adams; Flores, Margaret M.; Kearley, Regina F.

2014-01-01

The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…

Exploring English and Spanish Rhyme Awareness and Beginning Sound Segmentation Skills in Prekindergarten Spanish-Speaking English Learners

ERIC Educational Resources Information Center

Raynolds, Laura B.; López-Velásquez, Angela; Olivo Valentín, Laura E.

2017-01-01

Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for…

Reactive Aggression and Peer Victimization from Pre-Kindergarten to First Grade: Accounting for Hyperactivity and Teacher-Child Conflict

ERIC Educational Resources Information Center

Runions, Kevin C.

2014-01-01

Background: The role of reactive aggression in the development of peer victimization remains unclear due in part to a failure to account for confounding problems of behavioural undercontrol (e.g., hyperactivity). As well, the school social context has rarely been examined to see whether these risks are mediated by relationships with teachers.…

Pre-Kindergarten and Kindergarten Classroom Quality and Children's Social and Academic Skills in Early Elementary Grades

ERIC Educational Resources Information Center

Mokrova, Irina; Broekhuizen, Martine; Burchinal, Margaret

2015-01-01

A growing body of research has shown that high quality early care and education (ECE) is positively related to the development of children's social and academic skills (e.g., Barnett, 2011; Lamb & Ahnert, 2006; NICHD ECCRN, 2006). There is evidence that high quality ECE experiences can improve children's levels of social adjustment (Bierman et…