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1.
The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n = 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning.  相似文献   

2.
《欧洲教育》2013,45(2-3):125-131
France has one of the oldest systems of public preschool education in Europe. The legal basis of the system, established in 1886, stressed that preschool education should be treated as an integral part of primary schooling. Teachers in the écoles maternelles are required to complete a full course of elementary school teacher training. Although preschool education is optional, about 95% of all French children in the 5-6 age bracket are enrolled in preschool classes (or, if close to age 6, in the 1st grade of primary school).  相似文献   

3.
In 2012, the government of South Australia responded to Federal agreements aimed at universal access to preschool education for children in the year before starting formal schooling by introducing a trial designed to ‘integrate’ preschool children into first year of school programmes in rural and remote areas of the state. This paper reports on the evaluation of this trial, exploring the ways in which integration was interpreted and implemented in eight rural and/or remote sites, the perceived value of collaboration in planning integrated provision and the ways in which two new curriculum documents – one for the prior-to-school years and the other for compulsory school – influenced the delivery of integrated preschool–school programmes. Results identify several types of integration, highlight some of the challenges of collaboration in integrating preschool with school and share the caution of educators about the push down of school curriculum into preschool contexts.  相似文献   

4.
This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading, writing, and math skills in the preschool spring and in the grade 1 spring. The most common practices reported by preschool teachers were discussions about the school entrants and familiarizing preschool children with the school environment and the new teacher. Multilevel latent growth modeling showed that the more the preschool teachers and elementary-school teachers implemented various supportive activities during the preschool year, the faster the children's skills developed from preschool to grade 1 spring. Co-operation over curricula and passing on written information about children between the preschool and the elementary school were the best predictors of the children's skills, although they were the least commonly used practices. The need to restructure the transition to elementary school and the use of multiprofessional resources are discussed.  相似文献   

5.
The aim of the current study is to determine what language activities Norwegian preschool children took part in, and to examine whether these language activities predict children’s language comprehension. We tested children (n?=?134) with language measures at age 4/5 and age 5/6 and interviewed their teachers (n?=?71) about the kinds of language activities the children engaged in during that school year. Teachers reported a variety of classroom language activities, ranging from informal language stimulation of everyday situations to more explicit language activities such as book reading, language games, vocabulary training and school preparation groups. Book reading every day significantly predicted children’s language comprehension.  相似文献   

6.
This article addresses the value of teachers establishing rituals and traditions in early childhood classrooms. Using the lens of a particular preschool classroom, where one of the co-authors taught for many years, the article describes specific traditions that have been established over the years and how these rituals, activities, and events helped to create community among the teachers, parents, and children. The article concludes with questions designed to encourage teachers to reflect on their own memories, values, and interests to create their own rituals and traditions within their classrooms.  相似文献   

7.
Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in preschool classrooms serving low-income children found negative associations between age-mixing and children's social and cognitive development. The current study extended this research by examining associations between classroom age composition (variability in ages of children in the classroom) and low-income preschool children's rates of change in school readiness. The sample consisted of 4417 preschool children enrolled in 207 classrooms in a large, diverse urban Head Start program. Multilevel modeling was employed to examine the main effect of classroom age composition, as well as the interaction between classroom age composition and children's age, as predictors of children's rates of change in emergent literacy, emergent numeracy, social and emotional skills, and approaches to learning. In contrast to previous research, classroom age composition was not associated with school readiness outcomes. This study contributes to the conflicting literature examining the associations between age mixing and children's school readiness and calls for a future research agenda to examine age mixing in context that is focused on sorting out these conflicting results. In the meantime, policymakers should consider other relevant factors when making decisions regarding mixed-age classrooms, such as family preference or the capability for teachers to individualize instruction to children based on their individual needs.  相似文献   

8.
Almost all 3‐ and 4‐year‐olds in Scotland now experience some form of pre‐school provision prior to school entry. Given such high rates of participation, the impact of pre‐school experiences on children's readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. Teachers in early years classes need to be aware of the experiences and achievements of individual children in their pre‐school setting to enable each child to transfer into mainstream education with the least amount of disruption to their learning. This study was carried out in one small Scottish local authority and explored the perceptions of early years teachers, from a diverse range of primary schools, of what information is important for them as children start school. This article presents the perspectives of Primary 1 teachers on children's readiness for schooling. It reports the factors, which these teachers identified as having an impact on successful transition from the pre‐school setting into the primary school.  相似文献   

9.
The Black–White achievement gap in children’s reading and mathematics school performance from 4½ years of age through fifth grade was examined in a sample of 314 lower income American youth followed from birth. Differences in family, child care, and schooling experiences largely explained Black–White differences in achievement, and instructional quality was a stronger predictor for Black than White children. In addition, the achievement gap was detected as young as 3 years of age. Taken together, the findings suggest that reducing the Black–White achievement gap may require early intervention to reduce race gaps in home and school experiences during the infant and toddler years as well as during the preschool and school years.  相似文献   

10.
This article explores service use broadly by examining the mix of educational, health, and psychosocial services that preschool children received in the fifth year of life. The sample included 869 children who participated in the Infant Health and Development Program, an early intervention program designed to evaluate the efficacy of a comprehensive early intervention for low-birth-weight, premature infants during the first 3 years of life and who were followed until age 5. Cluster analyses of services at age 5 yielded 4 service groups--basic health only (doctor visits; n = 114); basic health and educational services (doctor visits and school/preschool; n = 444); basic health, educational, and psychosocial services (or multiple services; doctor visits, school/preschool, and psychosocial services; n = 129); and specialized health and educational services (doctor visits, school/preschool, emergency room visits and special medical visits [ear and/or eye examinations]; n = 182). Results suggest that neonatal health conditions, maternal education at the time of the child's birth, child developmental status at age 3, and maternal health, family income, and insurance status at age 5 were associated with patterns of services at age 5. Patterns of use are consistent over time (the first 3 years of life to the 5th year of life). After covarying the correlates of the service patterns, participation in the early intervention was not associated with patterns of services at age 5, and service patterns were associated with child well-being (health, school readiness, mental health), but results differed by intervention status. Findings are discussed in terms of preventive, responsive, and deficit models of service use.  相似文献   

11.
In contrast to a burgeoning literature examining the experience and management of children's start to school, much less is known about school readiness in rural Ireland. On this premise, a questionnaire survey was designed to explore the views of parents (n=145) on their child's preschool experiences and readiness for school. Due to a paucity of preschool provision in rural areas, attendance was mainly on a sessional basis with a small number having full weekly attendance and others no preschool experience. In consequence, a considerable number of children start school at four years of age, two years below the compulsory starting age. On reflection, almost one-third of the parents in this study believe their child was too young for school. An important feature of this research is the inclusion of young children (n=22) between four and six years of age in their first year at school. Although the children anticipated differences between preschool and school, the majority found it difficult to adapt to having fewer toys and play opportunities and to the formal curriculum which characterises teaching and learning in infant classes. Zeitgeist and global and national economic factors inform the interpretation of the results.  相似文献   

12.
The current project examined school readiness outcomes of children participating in a preschool professional development initiative, Winning Beginnings Learning Circles, which focused on school readiness and teacher professional development. Children were assessed on knowledge and understanding of school readiness concepts in the fall and spring of each school year, and outcomes were reported back to preschool staff to be incorporated into teaching strategies. Preschool teachers and administrators attended monthly professional development seminars that consisted of workshops in child development and social-emotional health, parent engagement, and use of data as evidence-based best practices. Preschool assessment data from the first 2 years of the project showed significant increases in average scores from pre- to post-assessment on school readiness, self/social awareness, and quantity subtests. Kindergarten assessment data indicated that children who remained in the project for at least one full year outperformed comparable peers and the average for the school district they attended as kindergartners. The results highlight the potential of professional development programs and the importance of teacher quality in promoting positive outcomes for preschool children.  相似文献   

13.
Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant phonemes in English occurs in most children at around 6–7 years. Many children enter formal schooling (kindergarten) around 5 years of age with near-adult levels of speech production. Given that previous research has shown that speech production abilities and phonological awareness skills are linked in preschool children, we set out to examine whether this pattern also holds for children just beginning to learn to read, as suggested by the critical age hypothesis. In the present study, using a diverse sample, we explored whether expressive phonological skills in 92 5-year-old children at the beginning and end of kindergarten were associated with early reading skills. Speech errors were coded according to whether they were developmentally appropriate, position within the syllable, manner of production of the target sounds, and whether the error involved a substitution, omission, or addition of a speech sound. At the beginning of the school year, children with significant early reading deficits on a predictively normed test (DIBELS) made more speech errors than children who were at grade level. Most of these errors were typical of kindergarten children (e.g., substitutions involving fricatives), but reading-delayed children made more of these errors than children who entered kindergarten with grade level skills. The reading-delayed children also made more atypical errors, consistent with our previous findings about preschoolers. Children who made no speech errors at the beginning of kindergarten had superior early reading abilities, and improvements in speech errors over the course of the year were significantly correlated with year-end reading skills. The role of expressive vocabulary and working memory were also explored, and appear to account for some of these findings.  相似文献   

14.
This study examined changes across the school year in the play and verbal behavior during center based activities of 283 children in 22 public school preschool classrooms, funded through Title I. Using a time sampling method, observations of children in classroom settings were conducted twice during the preschool year. Repeated measures multivariate analyses of variance revealed that: (1) children were involved most in parallel play activities, and the amount of parallel play increased across the year; and (2) associative and cooperative play decreased. This pattern of behavioral change was present in 15 of the 22 classrooms. Conditional probability analyses indicated that associative play was an important context for verbalizations directed to both teachers and peers. At the time of each observation children played and talked with their peers most. We obtained one interaction effect between gender and time—the amount of talk from girls to teachers increased over the school year, whereas boys talked less to teachers over time. Classrooms were staffed by a certified teacher and an assistant and uniformly rated quite high on the Early Childhood Environment Rating Scale. This research demonstrates that public school preschools are funded and staffed appropriately, but that more attention could be paid to facilitating play and verbal interactions that might be important for later school success.  相似文献   

15.
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.

Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.

Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).

Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.

Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership.  相似文献   

16.
This study examined the association between preschool children’s social-interpersonal skills and their transition to school in the beginning months of kindergarten. One hundred and thirty-three preschool children participated in this study. During the spring of the pre-kindergarten year, children’s social-interpersonal skills were assessed as well as rated by teachers. In the follow-up year, parents/guardians and teachers reported on children’s adjustment to kindergarten. The results of this study found no association between parents’/guardians’ and teachers’ reports of children’s adjustment and readiness in kindergarten. Children’s social-interpersonal skills were negatively associated with teachers’ reports of children’s kindergarten readiness difficulties. The findings of this study indicate that children’s early social skills, developed prior to entering kindergarten, are important for children’s readiness for school.  相似文献   

17.
Research Findings: The aim of this longitudinal study was to explore peer relationships across the transition from preschool to school. Participants were 35 (17 male) children attending the Irish preschool initiative Early Start (M age = 49.31 months). Sociometric measures were employed on two occasions: at the end of preschool and in the first year of school. Results indicated that most preschoolers (83%) had at least one mutual friend, and by school age all children had at least one mutual friend. Almost one third (29%) of preschools and school-age children had a mutual best friend. Notably, all children made new friends in school. In addition, a number of friendships (18%) survived the preschool to school transition. Correlational analysis also suggested some stability in peer relationships from preschool into the first year of school. Exploratory multiple regression analyses showed that preschool peer variables predicted friendship status and social preference in school. Furthermore, best friendship in preschool uniquely predicted friendship in school, and best friend status in school was uniquely associated with social preference in school. Practice: Results have implications for parents' and early educators' promotion of children's friendships during the transition from preschool to school.  相似文献   

18.
《欧洲教育》2013,45(2-3):165-171
Compared to the remarkable expansion and modernization of the Swedish school system during the past twenty years, the development of preschool education has made slow progress. The available nursery schools—most of them maintained by communities—serve an estimated 15% to 20% of the children between 4 and 7 years of age (compulsory schooling begins at 7). However, with increasing facilities, the enrollment is growing.  相似文献   

19.
This study was designed to examine whether there is a relationship between phonological memory and reading ability in Greek-speaking children aged between 6 and 9 years. An additional aim of the study was to investigate whether training of phonological memory during preschool years enhances reading achievement during early school years. In Experiment I, the phonological memory ability of 136 first graders, 134 second graders and 132 from each of the third and fourth grades was assessed with a nonword repetition test. A reading test was also used to evaluate the reading skills of the above subjects. The results revealed strong links between reading performance and nonword repetition scores. 120 kindergarten children randomly assigned to a control and an experimental group participated in Experiment 2. Training that involved practice in the repetition of nonwords was used as a means of promoting the phonological memory of the children in the experimental group over the course of one year in school. Subjects’ reading ability was tested during the last month of their first year in the primary school. The findings showed that the performance of the trained subjects in the reading test was superior to that of the control subjects. Such evidence underlines the importance of teaching children of preschool years phonological strategies in order to boost their reading skills during early school years.  相似文献   

20.
An investigation of the transition of 33 children with intellectual disabilities to mainstream kindergarten classes was conducted by surveying parents, receiving teachers, and receiving principals. All 33 children had received a model university-based inclusive preschool program in the year before kindergarten. Structured interviews with the parents, teachers, and principals at the beginning of Term 2 of the school year and with the parents and teachers at the end of the school year provided information about issues relating to the transition and the initial and subsequent integration of the children. The findings from this study were valuable in relation to the ongoing evaluation of the model preschool program, but also provide useful information to early intervention services and mainstream schools wanting to improve the success of their transition programs.  相似文献   

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