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1.
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 domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (Basic: MTP-M/S mathematics and science curricula, and Plus: MTP-M/S mathematics and science curricula plus related teacher support system) and a Business-As-Usual control condition (BaU). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in Plus classrooms made greater gains in geometry and measurement, compared with those in BaU classrooms. Children in Plus classrooms also performed better on the number sense and place value assessment than did those in Basic or BaU classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes.  相似文献   

2.
An experimental study was conducted comparing the effects of dual language, or two-way immersion (TWI) and monolingual English immersion (EI) preschool education programs on children's learning. Three-and four-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program or a monolingual English program in the same district. Children in the study were from both Spanish and English home language backgrounds. All classrooms in the study used the High/Scope curriculum, and all met high standards for teacher qualifications, ratio, and class size. The TWI program alternated between English and Spanish weekly by rotating children between two classrooms (and teachers) each week. Programs were compared on measures of children's growth in language, emergent literacy, and mathematics. Children in both types of classrooms experienced substantial gains in language, literacy, and mathematics. No significant differences between treatment groups were found on English language measures. Among the native Spanish speakers, the TWI program produced large gains in Spanish vocabulary compared to the EI program. Both TWI and EI approaches boosted the learning and development of children including ELL students, as judged by standard score gains. TWI also improved the Spanish language development of English language learners (ELL) and native English speaking children without losses in English language learning.  相似文献   

3.
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4.
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 classrooms participating in the National Center for Early Development and Learning's (NCEDL) Multi-State Pre-kindergarten Study. Of nine transition practices intended to promote children's adaptation to kindergarten, pre-kindergarten teachers reported implementing, on average, six transition practices, with notable variation across pre-kindergarten classrooms. Children were judged by their kindergarten teachers to have more positive social competencies and fewer problem behaviors when they attended pre-kindergarten classrooms in which more transition activities were implemented and, specifically, in which teachers discussed curricula or specific children with kindergarten teachers. In addition, positive associations between kindergarten teachers’ perceptions of children's social competence and pre-kindergarten transition activities (total number of activities and activities that children experience directly) were stronger for children who experienced social and economic risks. Implications of these findings related to alignment across the pre-kindergarten to kindergarten settings to improve children's school readiness are discussed.  相似文献   

5.
Research Findings: The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children's age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children's vocabulary gains within classrooms characterized by better behavior management. Practice or Policy: Findings underscore the importance of children's social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children's behaviors so as to provide a classroom that is optimal for child learning.  相似文献   

6.
Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.  相似文献   

7.
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development.  相似文献   

8.
This paper reports results from a large-scale observational study investigating attention allocation during instructional activities in elementary school students (kindergarten through fourth-grade). In Study 1, 22 classrooms participated while a more diverse sample of 30 classrooms participated in Study 2. This work investigated temporal patterns in children's attention allocation by collecting observational data on children's on- and off-task behaviors at three different time points (i.e., beginning, middle, and end of the school year) [Study 1]. We also investigated whether patterns of attention allocation changed as a function of student characteristics (gender, grade-level, SES), teachers' instructional design choices (instructional format and duration of an instructional activity), and school type (private, parochial, public charter schools) [Studies 1 & 2]. Children's patterns of attention allocation fluctuated over the course of the school year. Female students were found to be more on-task compared to male students. On-task behavior tended to decline as the instructional duration increased. The lowest rates of on-task behavior were observed while children were engaged in whole-group instructional formats. An effect of school type was found with higher proportions of on-task behavior observed in parochial schools. However, the effect of grade-level was equivocal across studies. These findings can begin to form a foundation for the development of research-based guidelines for instructional design aimed to support engagement among students in elementary classrooms.  相似文献   

9.
Abstract

Research indicates that a socioeconomic status-related gap in mathematical knowledge appears early and widens during early childhood. Young children from economically disadvantaged families receive less support for mathematical development both at home and in preschool. Consequently, children from different socioeconomic backgrounds enter elementary school at different levels of readiness to learn a standards-based mathematics curriculum. One approach to closing this gap is the development and implementation of effective mathematics curricula for public preschool programs enrolling economically disadvantaged children. A randomized controlled trial was conducted in 40 Head Start and state preschool classrooms, with 278 children, to determine whether a pre-kindergarten mathematics intervention was effective. Intervention teachers received training that enabled them to implement with fidelity, and a large majority of parents regularly used math activities teachers sent home. Intervention and control groups did not differ on math assessments at pretest; however, gain scores of intervention children were significantly greater than those of control children at posttest. Thus, the intervention reduced the gap in children's early mathematical knowledge.  相似文献   

10.
The purpose of this study is to test empirically whether and how classroom and school factors contribute to student mathematics learning gains in the border region of North West province, South Africa and Southeastern Botswana. Our results suggest that in both regions, improving teaching quality has an important impact on how much mathematics students learn during the year. The amount of effort put into covering the curriculum and teacher mathematics knowledge are also important factors in the learning gains students make in grade 6 classrooms in southern Africa.  相似文献   

11.
Research Findings: The purpose of this study was to examine whether child temperament differentially predicted academic school readiness depending on the quality of classroom interactions for 179 Head Start preschoolers. Teachers rated children's temperament as overcontrolled, resilient, or undercontrolled in the fall and reported on children's language/literacy and math skills continuously throughout the year. Observations of classroom emotional and instructional support were conducted in the spring. Results from multilevel models indicated that overcontrolled children (compared to resilient children) made greater math gains in classrooms with higher instructional support, whereas a trend-level effect suggested that undercontrolled children (compared to resilient children) made lower math gains in classrooms with lower emotional support. Results also showed that resilient children's gains in language/literacy were more positively associated with high emotional support than were the scores of overcontrolled children. Practice or Policy: This study adds to prior findings suggesting that overcontrolled and undercontrolled children need special attention in the preschool classroom. Teachers and administrators may want to carefully consider the effect that classroom interactions and instructional techniques have on individual children and attempt to tailor instruction to meet the individual needs of children within classrooms.  相似文献   

12.
Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality.  相似文献   

13.
The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology. Twelve classrooms took part and ethnographic investigations were employed to compile a typology of recognition and realisation rules to map the range and type of curriculum structuration in each. Children's representations of the curriculum were investigated through specially designed tasks. Findings showed that as children gained experience of schooling they constructed more elaborate social representations of the curriculum regardless of the pedagogic mode and that classroom structuration became a feature of the junior rather than the infant children's representations. Older children in classrooms with performance pedagogies had two classifications for recognising classroom culture, while those in classrooms with mixed and competence pedagogies did not.  相似文献   

14.
Abstract

Public preschool programs require the use of a research-based, whole-child curriculum, yet limited research examines whether curricula influence classroom experiences and children’s development. We use five samples of preschool children to examine differences in classroom processes and children’s school readiness by classroom curricular status (curriculum/no curriculum), and across classrooms using different curricular packages. When a teacher reports using a curriculum, their classroom processes are indistinguishable from classrooms where teachers report using no curriculum. Some differences in classroom activities emerged across classrooms using different curricula; however, substantial variability exists across classrooms using the same curriculum. Head Start program fixed effects models and meta-analytic regressions reveal few associations between curricula and children's skills. Findings question whether preschool curricular policy benefit child development.  相似文献   

15.
Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students’ social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the preschool year and quantified teacher and student behaviors. Preschool and 1st-grade teachers provided reports of children’s social behavior. First-grade teachers also assessed children’s problem behaviors. Multilevel analyses indicated that at the end of 1st grade, students who experienced preschool settings with teachers who displayed more approving behavior, less disapproving behavior, and more positive emotional tone showed significant gains in positive social behavior and lower rates of problem behavior, even after students’ social skills at preschool entry were controlled. Greater gains in positive social behavior and fewer problem behaviors in 1st grade were also predicted by immersion in preschool classrooms that had more positive and cooperative interactions among peers. Practice or Policy: Universal preschool is a policy under consideration nationally and locally, with social competence often listed as an important goal. This study indicates that even in the absence of a particular social-emotional curriculum, preschool teachers’ behaviors and interactions among their students may have lasting implications for children’s social development.  相似文献   

16.
This study examined the role of observed classroom quality in children's task-avoidant behavior and math skills in kindergarten. To investigate this, 1268 children were tested twice on their math skills during their kindergarten year. Kindergarten teachers (N = 137) filled in questionnaires measuring their professional experience and also rated the children on their task-avoidant versus task-focused behaviors. Trained observers used the CLASS instrument (Pianta, La Paro, & Hamre, 2008) to observe 49 kindergarten teachers (out of 137) on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that kindergarten classrooms differed in terms of children's task-avoidant behavior and math skills. Moreover, the more instructional support was evidenced in the classroom, the less children were rated as showing task-avoidant behavior. Task-avoidant behavior then predicted children's low levels of math skills. The findings of the present study emphasize the importance of quality of instructional support for children's adaptive classroom behaviors.  相似文献   

17.
This study examined the ways in which the language that Head Start teachers used during book reading, as well as the extent to which they made explicit connections between book reading and other instructional activities, were linked to preschoolers' vocabulary development. Participants included 10 Head Start teachers and 153 children in their classrooms. Research Findings: Analyses revealed that teachers varied substantially in the frequency and nature of their book-related remarks, and connections between books and the broader curriculum were relatively few in number and constrained in nature. On average, children learned more words over the course of the year when teachers used more contextualized and decontextualized talk during book readings. Contextualized book-related talk was most positively associated with learning among children with relatively low initial vocabulary knowledge. Too few connections between book reading and the curriculum were observed to afford analysis of their contributions to children's vocabulary skills. Practice or Policy: The findings show the nuanced ways in which shared book reading, a critical part of the preschool day, is linked to vocabulary growth among the nation's most vulnerable learners. The results also highlight potential avenues through which readings could be strategically individualized to optimize early vocabulary development.  相似文献   

18.
Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced achievement. Quantitative and qualitative data were collected concurrently and were interpreted to note the convergence (or lack thereof) of the findings. Quantitative results revealed no difference in the quality of instruction being offered in full- and half-day classrooms. Additionally, full-day kindergarten positively impacted children's academic achievement in literacy but not in mathematics, regardless of children's language status. In regard to language development, ELL children benefited more from full-day kindergarten than did their English-speaking peers, whereas all (ELL and non-ELL) children enrolled in full-day kindergarten made greater language gains when they missed fewer than 10 school days. Practice or Policy: Findings from this study have significant policy and practice implications related to the overall quality, availability, and cultural and developmental appropriateness of kindergarten programming in the United States.  相似文献   

19.
How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow.  相似文献   

20.
ABSTRACT

The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics.  相似文献   

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