Your search found 1937 results.

Descriptors:
Pregnancy; School Readiness; Intervention; Disadvantaged; Crime; Preschool Education; Reading Readiness; Low Income; Social Work; Public Support; Low Achievement; Risk; Outcomes of Education

Abstract:
The majority of children from lower income families enter elementary school well behind their peers in reading, math, and general knowledge. Poor academic achievement in the early grades is associated with a range of social problems such as failure to complete high school, increased risk of unintended pregnancy, increased criminal activity, and insufficient wages. There has been a steady increase in the number of publicly funded preschool programs designed to help children from a range of disadvantaged backgrounds develop school readiness skills. Social work has been minimally involved in preschool programs, even as policymaker interest and public support for these programs have grown. This article reviews the outcomes research on preschool intervention programs and discusses the implications of this research for social work policy advocates and practitioners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Emergent Literacy; Prereading Experience; Reading Readiness; Knowledge Level; Alphabets; Spelling; Problems; Reading Difficulties; Phonological Awareness; At Risk Students; Identification; Kindergarten; Grade 1; Vocabulary; Cognitive Ability; Migration; Family Environment; Parents as Teachers

Abstract:
Reading and writing are necessary prerequisites for a successful school career. Therefore it is important to identify precursor variables which predict these abilities early in order to identify children possibly at risk of developing reading or spelling difficulties. Relevant precursors include letter knowledge, phonological awareness (PA), vocabulary, and cognitive abilities. Moreover, also social aspects such as the socioeconomic status of the family (SES), the migration background and the "Home Literacy Environment" (HLE) are of importance. So far, only a few studies are available which analyse the early development of different possible explanatory factors simultaneously in the years before and after school enrolment. In particular, the relative impact of HLE on early and later linguistic competencies in a German context remains unclear. Thus, in our longitudinal study, covering the period from kindergarten to Grade 1, we focused on the role HLE plays in the development of language competencies of 921 German children, compared to the impact of several other important variables. The results highlight the importance of HLE for the development of linguistic competencies also for a German context. HLE was not only a good predictor of early vocabulary and PA, but additionally directly influenced PA at the beginning of primary school. Moreover, HLE acted as a mediator between SES and migration background on the one hand and the precursors on the other hand. This finding indicates that research and policy should focus more on the learning environments in families to improve children's achievement. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; School Readiness; At Risk Persons; Teaching Experience; Kindergarten; Early Intervention; Reading Readiness; Low Income Groups; Early Childhood Education; Preschool Children; School Orientation; Teacher Student Ratio; Transitional Programs; Teacher Student Relationship; Parent Participation; Child Rearing; Comparative Analysis; Scores; Federal Programs; Disadvantaged Youth

Abstract:
This study is a population-based investigation of children's school readiness with a national sample of low-income children, utilizing data from the Family and Children's Experiences Survey (FACES; 2000-2003). Guided by a developmental ecological framework, we posed 3 research questions: (a) How do children's early school readiness skills in the social and cognitive domains overlap (as they enter preschool)? (b) Do these configurations of school readiness skills meaningfully predict children's school adjustment by the end of kindergarten? (c) In addition to the patterns of children's school readiness identified at the beginning of their first Head Start year, do relevant family and classroom context factors help to predict and/or moderate end-of-kindergarten outcomes? Results revealed 5 distinct patterns of school readiness for this national sample of low-income children. These profiles related in meaningful ways to end-of-kindergarten outcomes, such that children in more competent preschool profiles did better over time. Moreover, these patterns of school readiness identified at the beginning of the Head Start year were the most consistent predictors of end-of-kindergarten performance, controlling for demographic and context factors. However, results revealed that proximal contextual influences in the family (i.e., maternal education and parenting style) and classroom (i.e., teacher experience, teacher education, and adult-child ratio) further predicted end of kindergarten performance across preacademic and social domains. Findings illuminated significant within-group patterns and variability among an at-risk population, relevant for informing early childhood education and early intervention. (Contains 4 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Difficulties; School Readiness; Reading Readiness; Childhood Interests; Receptive Language; Emergent Literacy; Family Environment; Preschool Children; At Risk Persons; Comparative Analysis; Correlation; Gender Differences; Parents; Educational Attainment; At Risk Students

Abstract:
Researchers have suggested that children who are interested in literacy activities and voluntarily engage in them are likely to become better readers than children with less literacy interest. Literacy interest, along with engaging literacy activities and responsive teaching, are important components in children's early literacy experiences. This study examines associations among children's self-reported literacy interest, their parents' reports of home literacy environment (HLE), and their code-related skills. Overall, literacy interest was related to code-related skills (i.e., letter-word identification and alphabet knowledge). HLE was not related to code-related skills. Further analyses reveal different patterns of relations among interest and code-related skills for children with low receptive language scores compared to their peers with age-level receptive language scores. These results suggest that taking advantage of individual children's interests as well as planning activities that are likely to be interesting may be effective strategies for promoting children's learning of important school readiness skills. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Pregnancy; Academic Aspiration; Immigrants; School Readiness; Reading Readiness; Predictor Variables; Blacks; Outcomes of Education; Mothers; Health Behavior; Nutrition; Marriage; Parent Background; Educational Attainment; Employment; English (Second Language); Language Proficiency; Parent Aspiration; Child Care Centers; Latin Americans

Abstract:
Policy and academic interest in young children has grown substantially in recent years, prompted in part by advancements in the scientific understanding of early childhood and mounting evidence of the importance of early experiences for later development. Of particular concern is the finding that achievement disparities among different racial, ethnic, and socioeconomic groups emerge before children begin school and often persist long term. Over the past decade, there has been a marked increase in the number of studies focused on the antecedents of early school success that aim to inform policy and practice, and ultimately improve outcomes for children. There has also been an increased focus on children in immigrant families--a sizable and growing share of the US child population--within this body of literature. However, most studies of school readiness among children of immigrants have focused on Hispanic (and, to a lesser extent, Asian) families, leaving a significant gap in knowledge about the early childhood experiences of children in other immigrant groups. Despite the fact that 12 percent of all Black children living in the United States are first- or second-generation immigrants (from Africa, the Caribbean, Latin America, and other regions), there has been comparatively little research on their health and development, particularly in early childhood. The goal of this report is to help address this gap by providing information about the patterns and predictors of school readiness skills among US-born children in Black immigrant families. Drawing on a unique data set that follows a nationally representative cohort of children from birth to school entry, the authors describe the early childhood experiences and outcomes of children in Black immigrant families relative to their peers in other immigrant and native groups (defined by race/ethnicity and parents' region of origin). The data presented here indicate several areas of strength for Black immigrant families that are likely to support positive outcomes for their children, including high rates of marriage, parental education and employment and English proficiency. Good health practices on the part of Black immigrant mothers--such as very low rates of alcohol, tobacco, and drug use during pregnancy and very high rates of breastfeeding--may explain the generally positive health outcomes the authors observe among their children. The children of Black immigrant parents face less risk of low birth weight than children of Black US-born parents and fewer birth complications than children of Hispanic immigrants. During early childhood, Black immigrant parents also consistently report their children as being in good health, and are more likely to do so than Hispanic immigrant parents. In addition to investing in health, Black immigrant parents also report strong support of education for young children. They express higher educational expectations for their children than most groups of US-born parents and Hispanic immigrant parents, and are very likely to enroll them in center-based care during their preschool years. Center care use is particularly high among Caribbean immigrant families, who identify preparation for kindergarten as a key reason for selecting this type of child care. Methodological Details are appended. (Contains 11 tables and 50 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preschool Education; Emergent Literacy; State Government; Standardized Tests; Language Acquisition; Reading Readiness; Criteria; School Readiness; Emotional Development; Interpersonal Competence; Social Development; Young Children; Politics of Education; Kindergarten

Abstract:
Teachers at Orlando Day Nursery in Florida have always evaluated how well their 4-year-old prekindergartners--most of them poor and African-American--could recognize letters, isolate sounds in words, understand stories read to them, and show other hallmarks of early literacy. Just as important, though, have been the teachers' formal observations of social and emotional development: Could children follow instructions, for example, and make friends and cooperate in a group? But under a new standardized assessment required by the state to measure how the nearly 184,000 4-year-olds in Florida's voluntary prekindergarten program are doing in early literacy, numeracy, and language development, some early-education providers say those key social skills will be discounted as evidence of how well they are preparing pupils for kindergarten. Voicing concerns that resonate around the country, early-childhood advocates fear that the state's pre-K providers--under pressure to demonstrate children's progress on academic indicators--will focus only on developing those skills. The issues in Florida reflect an ongoing national debate over how best to evaluate the school-readiness skills of young children, especially as a growing number of states provide publicly funded preschool programs for low-income families and want to ensure that the money is spent well. Roughly half the states now use some form of a kindergarten-entry or -readiness assessment, but there are huge variations in which skills and knowledge are measured and how states use the results to make policy and instructional decisions. And while momentum around using assessments to measure and improve quality has picked up even more since the U.S. Department of Education announced its Race to the Top Early-Learning Challenge grants for states last year, establishing broad agreement among early-childhood educators and K-12 practitioners on what constitutes school readiness and measuring that accurately is a work in progress everywhere. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; School Readiness; Kindergarten; Reading Readiness; Parent Attitudes; Parent Participation; Parent School Relationship; Context Effect; Preschool Education; Child Care Centers; Surveys; Socioeconomic Background; Educational Quality; Regression (Statistics); Child Rearing

Abstract:
Past research indicates that parents often have difficulty in assessing centre quality and accessing desired care when choosing early care for their children. This study surveyed parents whose children would qualify for state-funded pre-kindergarten in the following school year. Surveys were completed by 203 parents from varying socioeconomic and ethnic backgrounds at 20 centres. Exploratory factor analysis identified two highly correlated categories of considerations: (1) characteristics that described programme quality and (2) characteristics that designated practical features of care. A series of hierarchical regressions indicated a combination of cultural, family and child factors that are important when assessing parents' considerations for pre-kindergarten. In particular, socioeconomic status, parents' beliefs about childrearing, parent involvement, only child status and children's school readiness skills were uniquely related to parental endorsement of quality and practical considerations. (Contains 4 tables, 5 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; School Readiness; Reading Readiness; Low Income; Preschool Children; Disadvantaged Youth; Correlation; Behavior Problems; Urban Areas; Student Behavior; Early Intervention; Hierarchical Linear Modeling

Abstract:
Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined between early problem behavior (overactive and underactive behavior) at the child and classroom level and three dimensions of school readiness: cognitive skills, social engagement, and coordinated movement, assessed at the end of the preschool year. At the child level, younger children, boys, and underactive and overactive problem behavior were associated with lower school readiness skills. At the classroom level, classroom contexts early in the preschool year characterized by high levels of underactive behavior (e.g., social withdrawal among children) were uniquely and additively associated with lower school readiness skills. Contrary to hypotheses, there were no significant associations between classroom behavioral contexts characterized early in the preschool year by high levels of overactive behavior (e.g., socially disruptive or dysregulated behavior among children). Findings extend prior research in Head Start. Implications for early identification and intervention are discussed. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; School Readiness; Reading Readiness; Family Structure; Parenting Styles; Disadvantaged Youth; Parent Participation; Parent School Relationship; Preschool Children; Predictor Variables; Family Characteristics; Context Effect; Educational Policy; Student Needs; Educational Change

Abstract:
Among a nationally representative sample of 2336 Head Start children, patterns of school readiness were compared at the beginning and end of children's first preschool year, and predictors of stability and change across readiness profiles were examined. The present study documented that although the majority of children remain in a qualitatively similar school readiness profile across their first year in Head Start, 20% of children move to a qualitatively different profile over the school year, reflecting both improvements and declines in functioning. Child and family attributes (e.g., child age, ELL status, maternal education, and family structure), as well as contextual factors (e.g., teacher education and experience, parenting style, and parent involvement) were significant predictors of both profile stability and change. Given that we have little understanding about what factors practice or policy can manipulate to improve school readiness, these findings shed light on what we might do to promote school readiness and prevent declines in functioning over time. Thus, findings from this study provide a population- and pattern-based perspective of Head Start children's strengths and needs, relevant for informing both individual and systems level change in Head Start programs across the nation. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Readiness; Basic Skills; Language Skills; Emergent Literacy; Reading Skills; Teaching Methods; Visual Aids; Language Acquisition; Young Children; Family School Relationship; Toddlers

Abstract:
For the last several days, Janet had been anxious about her upcoming parent-teacher conference with Sam, 18-month-old Abby's father. Sam had recently brought in alphabet flash cards because he wants Abby to learn to read. Janet completely understood Sam's desire to support his daughter's early language skills, but she was not comfortable with the method or the timing. Some families, wanting what is best for their children, believe that being able to read as early as possible is the best predictor of academic success later. After all, there is a constant bombardment of product advertisements promising that "any" child "any" age can become the next Einstein if only the right combination of expensive toys and DVDs are purchased. It's easy to get caught up in the promises that new, better products will make smarter children. No wonder Janet and Sam have different ideas about what will work best! In this article, the author demonstrates how Janet helped Sam understand that before Abby can read, she needs to have the strong foundational skills that come before letter recognition. The article also offers tips on how a teacher can share practices with families. (Contains 1 online resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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