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1.
《Early education and development》2013,24(2):92-114
As children enter school they learn to take on the role of student. This qualitative study describes how the children in one classroom learned what it meant to be a kindergartner in the context of a community meaning of readiness for school. Analysis of classroom observations and parent, teacher, and student interviews indicate that this school community held a coherent meaning of readiness. This meaning provided the framework for instructional activities and served to help parents understand their children as students. Finally, it helped to frame students' interpretations of their first public school experience through their involvement in classroom tasks. 相似文献
2.
Margaret A. Eisenhart M. Elizabeth Graue 《International journal of qualitative studies in education》2013,26(3):253-263
Educational researchers, early childhood educators, and parents often think of readiness for school as a measurable child characteristic. This ignores the social process by which readiness is used to group, rank, and compare children and the variability in the term's use from community to community. This study proposes that readiness for school should be conceived as being “socially constructed.” Using a conceptual framework based on Vygotskian theory and cultural anthropology, we develop the concept of “activity setting” as a social process in which cognitive processes and meaning structures develop. The emerging meaning of readiness is examined by using an activity‐setting analysis in three different communities and kindergarten settings. 相似文献
3.
This study used the FACES 2009 dataset to examine the possibility of an indirect effect of classroom quality on academic school readiness through teacher-rated approaches to learning in a large nationally representative sample of children served by Head Start. Research indings: Classroom quality did not directly predict gains in academic school readiness across the Head Start school year (β = -0.009, p = .844). However, classroom quality did predict gains in teacher-rated approaches to learning (β = 0.151, p = .040), which in turn predicted gains in academic school readiness (β = 0.105, p < .001), and there was a significant indirect effect of classroom quality on academic school readiness through approaches to learning (β = 0.016, p = .049). Although associations were generally small, this pattern of results suggests that approaches to learning may facilitate the relationships between classroom quality and academic school readiness. Practice or Policy: Educators should make targeted efforts to boost children’s approaches to learning as it may represent an important lever for academic success. In a society increasingly focused on high-stakes testing, we must not lose sight of the importance of domain-general skills that can help children achieve school and life success. 相似文献
4.
Dana Frantz Bentley 《Early Childhood Education Journal》2012,40(4):195-202
This article addresses the practices of multiculturalism and social justice as they are explored by an early childhood classroom. In response to the school requirement of participation in the Martin Luther King assembly, the children and their teachers seek to create a meaningful contribution reflective of the children’s voices and conceptions of justice and equality. The article examines classroom practices as children and teachers co-construct meaning around multiculturalism in early childhood. Through classroom research and discussion, the children develop their own concepts around these issues, finding meaningful ways to share their knowledge with the larger school community. 相似文献
5.
Sharon Wolf J. Lawrence Aber Jere R. Behrman Edward Tsinigo 《Journal of research on educational effectiveness》2019,12(1):10-37
We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N?=?444; children N?=?3,345, Mage?=?5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries. 相似文献
6.
Orla Doyle Louise McEntee Kelly A. McNamara 《European Journal of Psychology of Education - EJPE》2012,27(1):133-154
Socioeconomic inequalities in children’s skills and capabilities begin early in life and can have detrimental effects on future
success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities
using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a disadvantaged urban community of Ireland. It specifically examined differences in skills within a low SES community
in order to investigate the role of relative disadvantage on children’s development. SES differences across multiple domains
of school readiness were examined using Monte Carlo permutation tests and seemingly unrelated regression models. The false
discovery rate (Benjamini and Hochberg 1995) was used to control for multiple hypothesis testing. The results indicated that being from a relatively higher SES background
does not act as a protective factor for children residing in a disadvantaged community for the majority of school readiness
domains. This implies that the neighbourhood may play a role in children’s school readiness skills. These results suggest
that school readiness interventions should target all children living in disadvantaged communities as each child may be at
risk of poor school readiness. 相似文献
7.
Frances O'Connell Rust 《Journal of Early Childhood Teacher Education》2013,34(2):175-179
Abstract This article describes one way in which teacher educators can gain a new perspective on integrating theory and practice. By accompanying teachers and student teachers on field trips, teacher educators have the opportunity to enhance their understanding of the day‐to‐day life of a classroom teacher and become a part of the school community. Participating in a field trip offers a chance to observe classroom management strategies; engage in informal interactions with children, teachers, and parents; develop trust among classroom practitioners; witness emergent curriculum; and participate in authentic assessment. The author documents a visit to the zoo with kindergarten students, teachers, student teachers, and parents from an urban school and how the visit impacted on her working relationship with cooperating teachers, student teachers, and kindergartners. 相似文献
8.
Elizabeth R. Bell Daryl B. GreenfieldRebecca J. Bulotsky-Shearer 《Early childhood research quarterly》2013
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
9.
Jennifer LoCasale-Crouch Tim Konold Robert Pianta Carollee Howes Margaret Burchinal Donna Bryant Richard Clifford Diane Early Oscar Barbarin 《Early childhood research quarterly》2007
In the past decade in the United States, pre-kindergarten programs for four year olds have expanded rapidly as a potentially powerful intervention intended to promote school readiness for children at-risk for future school failure. This paper describes in detail multi-dimensional profiles of observed quality across 692 classrooms in 11 states representing 80% of these available programs and examines teacher, program, and classroom characteristics associated in these profiles. Cluster analysis enabled the detection of patterns that fit profiles of high and low overall emotional and instructional support along with “mid-range” patterns in which emotional support is somewhat higher than instructional support. Associations between teacher characteristics and program characteristics were generally not significant. However, the poorest quality profile was associated with classroom poverty level, suggesting that the children who need the highest quality educational experiences have teachers who are struggling the most to provide it. 相似文献
10.
《Early education and development》2013,24(4):619-642
This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized enhancing readiness as central to program quality. In addition, families identified 3 classes of indicators not usually included in educational research or professional discussions of program quality: comprehensive service provision, convenient location, and home–school collaboration. In the decision to enroll children in a program, Whites more often relied on indicators of the classroom emotional climate, Latinos more often examined the provision of comprehensive services, and African Americans more often weighed the quality of home–school partnerships than their ethnic counterparts. For Latinos living in poverty, the concern about dual language development was salient. African Americans emphasized the importance of a close relationship with staff. 相似文献
11.
Shannon B. Wanless Megan M. McClelland Xuezhao Lan Seung-Hee Son Claire E. Cameron Frederick J. Morrison Fu-Mei Chen Jo-Lin Chen Su Li Kangyi Lee Miyoung Sung 《Early childhood research quarterly》2013
The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation (Head–Toes–Knees–Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3–6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed. 相似文献
12.
Christopher P. Brown 《Early education and development》2013,24(4):554-573
Research Findings: Policymakers preschool reforms that are to prepare young children for school success have sparked important conversations within the field of early childhood education over how these programs are to ready young children for school. This article presents findings from a case study that examined this issue of school readiness across a collection of pre-k programs. Doing so illustrates how preschool reforms can impact early childhood stakeholders' understanding of school readiness, what it is they do with their students in their programs, and why. Practice or Policy: These findings demonstrate how policymakers' pre-k reforms can tighten the link between preschool and elementary school in a way that prioritizes the goals of K-12 education systems. They also suggest that for those who want to expand the construct of school readiness they should do so in a way that addresses and recognizes the challenges pre-k stakeholders in local contexts face on a day-to-day basis. For policymakers, there appears to be an opportunity and willingness within the ECE community for preschool reform. They should take advantage of this willingness for change by considering policy solutions that value the complexity of the child and of the field of early education itself. 相似文献
13.
This writing describes a literacy project between preservice teachers enrolled in a small university in Montana and an inner
city school classroom in Kansas. It shows how the preservice teachers and children negotiate meaning at the beginning of the
project as well as what the preservice teachers were learning from the children and from their teacher, Scott. Twenty-three
third grade children exchanged letters, cards, drawings, autobiographies, and writing about shared literature with 24 preservice
teachers for 10 weeks. Scott, the third grade teacher who assisted with the project, was a former student in Rita’s university
language arts classroom and was strongly committed to demonstrating to preservice teachers the rewards of teaching in an inner
city classroom ... particularly those coming from communities where people of color or linguistic diversity were few. Through
shared written responses and the negotiation of meaning between two age groups, this project opened pathways for greater insight
into the cultures and lives of children that the university students might otherwise not have known. It also provided myriad
glimpses into the lives of real children, each with his or her own interests, life experiences, and expressive modalities
thus shaping the perceptions of the preservice teachers about their role as teacher in supporting and responding to the individual
strengths of each child. 相似文献
14.
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn 总被引：1，自引：0，他引：1
Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness in 5 developmental areas, was developed, tested, and implemented in Canada. EDI results confirmed the existence of a school entry gap. In this article, we explore factors in 5 areas of risk: socioeconomic status, family structure, child health, parent health, and parent involvement in literacy development. In a series of logistic regressions, we demonstrate that variables in all 5 areas, as well as age and gender, contribute to the gap. Child's suboptimal health, male gender, and coming from a family with low income contribute most strongly to the vulnerability at school entry. As the purpose of a tool like the EDI is primarily to assist in population-level reporting on children's school readiness, the results of our study provide additional and much-needed evidence on the instrument's sensitivity at the individual level, thus paving the way for its use in interpreting children's school readiness in the context of their lives and the communities in which they live. 相似文献
15.
Adam Winsler Henry Tran Suzanne C. Hartman Amy L. Madigan Louis Manfra Charles Bleiker 《Early childhood research quarterly》2008
Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project, The Miami School Readiness Project, children receiving subsidies to attend center-based childcare (n = 1478), children attending free Title 1 public school pre-k programs (n = 1611), and children attending fee-supported public school pre-k programs (n = 749) were individually assessed at the beginning and end of their pre-kindergarten year in the areas of cognitive, language, and fine motor development. Parents and teachers reported on children's socio-emotional strengths and behavior concerns. Findings revealed that although children from all types of programs made considerable school readiness gains in most areas in terms of their national relative standing, children attending public school pre-k programs typically made somewhat greater gains in the areas of cognitive and language development. Results suggest that center-based childcare programs in the community may be beneficial for fostering school readiness within ethnically diverse children in poverty, and that public school pre-kindergarten programs may show even greater gains in some areas. Policy implications are discussed. 相似文献
16.
17.
Paulo A. Graziano Leanna R. Garb Rosmary Ros Katie Hart Alexis Garcia 《Early education and development》2016,27(5):573-589
Research Findings: The objective of this study was to examine the student–teacher relationship as a potential moderator of the link between executive functioning (EF) and children’s early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children (75.54% boys, M age = 5.01 years, 84.94% Hispanic/Latino) with at-risk or clinically elevated levels of EBP. The student–teacher relationship was assessed using the Student–Teacher Relationship Scale. School readiness data were composed of standardized achievement test scores and teacher reports of kindergarten readiness. EF was measured via parent and teacher reports along with standardized measures of EF, including the Head–Toes–Knees–Shoulders task and 4 standardized subtests from the Automated Working Memory Assessment. Poorer student–teacher relationship quality was predictive of lower teacher-reported kindergarten readiness and higher academic impairment. Main effects were qualified by an interaction between EF and student–teacher relationship quality such that worse EF (parent/teacher reports and standardized performance) was only associated with lower teacher-rated kindergarten readiness for children with poorer student–teacher relationship quality. Practice or Policy: EF appears to be an important predictor of school readiness for preschool children with EBP, particularly for children experiencing poorer student–teacher relationships. 相似文献
18.
Denise H. Daniels 《Psychology in the schools》2014,51(3):256-272
Children's prior attitudes toward school may be an important entry factor to consider in their initial adjustment to kindergarten. This short‐term longitudinal study examined children's affective orientations and other school‐related perceptions and approaches to learning in late preschool and then 1 to 2 months after entry into kindergarten. Child, parent, and teacher reports were obtained, and classroom practices were observed. Findings showed that children who anticipated liking school demonstrated more positive approaches and adjustment in kindergarten than did less enthusiastic children. Children's approaches to learning in the classroom, reported by teachers and parents, were similar across the transition from preschool to kindergarten, despite notable differences in practices. Recommendations for practice include attending to children's affective orientations, involving multiple informants in school readiness assessments, and fostering communication among teachers in school transition activities. 相似文献
19.
Research Findings: We examined relations among preschoolers' behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3–5 (N = 229). Behavioral regulation was assessed using a direct measure, the Head–Toes–Knees–Shoulders task, which requires children to switch rules by responding in the opposite way to 4 different oral commands. Results demonstrated nonsignificant gender differences in behavioral regulation and academic skills but significant gender differences in classroom work-related skills and social skills, with higher scores for girls. Multilevel path modeling revealed that behavioral regulation predicted none of the preacademic skills and classroom behaviors after child age, gender, verbal intelligence, maternal education, and classroom nesting were controlled. However, there was an interaction effect of behavioral regulation and gender for early reading; the contribution of behavioral regulation to early reading was positive and stronger for boys. Practice or Policy: These results suggest that behavioral regulation is not an overall strong predictor of school readiness in South Korean children. Early educators need to support the development of behavioral regulation skills, especially for boys, as these skills may work as an important path to school readiness when children lack other classroom social strategies and resources. 相似文献
20.
Peter R. Albion 《Asia-Pacific Journal of Teacher Education》1996,24(1):63-73
It is argued that teacher readiness is crucial to the realisation of national goals for educational computer use and that the preparation of student teachers can make an important contribution. This study investigated student‐teachers’ dispositions towards computers and their use of computers in primary‐school classrooms during a final‐year practicum. The student teachers generally viewed computers positively but lacked confidence in their knowledge of computers. While they were nervous about using computers in classrooms, almost two‐thirds did use a computer at least once during a four‐week practicum and were more likely to do so if the supervising teacher modelled such use. The most frequently experienced problems in using computers were organisational. Based on the findings of this study it is suggested that preservice courses should focus on the pedagogical issues associated with computer use and they should provide students with opportunities to observe and practise classroom computing. 相似文献