What Works for School Readiness? Understanding Quality in Preschool Education

2019 ◽  
pp. 125-151
Author(s):  
Aparajita Bhargarh Chaudhary ◽  
Venita Kaul
Keyword(s):  
School Readiness ◽  
Preschool Education ◽  
What Works

Inequality in Preschool Education and School Readiness

2004 ◽  
Vol 41 (1) ◽  
pp. 115-157 ◽  
Author(s):  
Katherine A. Magnuson ◽  
Marcia K. Meyers ◽  
Christopher J. Ruhm ◽  
Jane Waldfogel
Keyword(s):  
School Readiness ◽  
Preschool Education

The Efficacy of Public Preschool Programs and the Relationship of Program Quality to Efficacy

1988 ◽  
Vol 10 (1) ◽  
pp. 37-49 ◽  
Author(s):  
W. Steven Barnett ◽  
Ellen C. Frede ◽  
Helal Mobasher ◽  
Patricia Mohr
Keyword(s):  
South Carolina ◽  
School Improvement ◽  
School Readiness ◽  
Preschool Education ◽  
Program Quality ◽  
Disadvantaged Children ◽  
Public Preschool ◽  
Preschool Programs ◽  
New Public ◽  
Relationship Of

As part of more general efforts at school improvement, a number of states have instituted public preschool education programs for disadvantaged children. These new programs have been criticized from several perspectives and their potential effectiveness called into question. This paper presents the initial findings of a longitudinal study of new public preschool programs in South Carolina. Two separate research designs were used to maximize both internal and external validity. Classroom observation was used to measure program quality. The preschool program was found to increase children’s school readiness, if a minimum (and readily achievable) level of quality was maintained.

scholarly journals Ready for School? A Systematic Review of School Readiness and Later Achievement

2019 ◽  
pp. 57-71
Author(s):  
Marília Mariano ◽  
Amilton Santos-Junior ◽  
Jacqueline L. Lima ◽  
Jacy Perisinotto ◽  
Clara Brandão ◽  
...  
Keyword(s):  
School Readiness ◽  
School Achievement ◽  
Preschool Education ◽  
Preschool Age ◽  
School Age ◽  
Early Language ◽  
Behavioral Skills ◽  
Academic Difficulties

The association between specific school readiness skills and long-term school-related outcomes are still unclear and under debate. It is the first study to systematically review the literature on factors associated with school readiness evaluation about school-age achievement. This review included longitudinal studies with a minimum follow-up of five years; these studies performed the assessments during early childhood. The authors registered the study in the PROSPERO database (CRD42018089694). Five databases were searched (PubMed, Scielo, Scopus, ERIC, and Psyc Articles). Independent reviewers screened a total of 4,278 articles that were retrieved, and 13 were eligible for inclusion. Results showed that early language and math abilities at preschool age, middle to higher socioeconomic status, and socialemotional skills were the most significant variables in the promotion of positive school-age development. Preschool education and socioe motional or behavioral skills may compensate for academic difficulties in later school achievement.

scholarly journals Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland

2021 ◽  
Author(s):  
Khrystyna Mykyteichuk ◽  
Lyudmyla Tymchuk ◽  
Valentyna Zvozdetska
Keyword(s):  
School Readiness ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Diagnostic Procedures ◽  
Diagnostic Techniques ◽  
Theory And Practice ◽  
Diagnostic Methods ◽  
Evolutionary Development ◽  
School Tasks ◽  
Children's Activities

The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily observation and interpretation of children's activities has become an integral part of the teacher's work. The essence of systematic pedagogical diagnostics of school readiness in Polish preschool institutions is revealed. On the basis of retrospective analysis, it is highlighted the evolutionary development in Polish pedagogy of the diagnosing children's readiness problem in school. According to the chronological principle, diagnostic methods are systematized; their semantic and procedural aspects are characterized. It is substantiated that as a result of diagnostic techniques, mastering the tools and ability to perform diagnostic procedures, the teacher gets the opportunity to determine the degree of mental and social development of the child, which contributes to school tasks, as well as factors that determine this development. The teacher forms a complex child’s profileconcerningthe knowledge and competencies, and on its basis develops a strategy of pedagogical influence and interaction with the child at the beginning of school.

scholarly journals Preschool Design and School Readiness

2018 ◽  
Vol 3 (10) ◽  
pp. 109
Author(s):  
Mariam Felani Shaari ◽  
Sabarinah Sh Ahmad
Keyword(s):  
Learning Environment ◽  
School Readiness ◽  
Publishing House ◽  
Preschool Education ◽  
Future Research ◽  
Physical Environments ◽  
Physical Learning Environment ◽  
International Publishing ◽  
The Impact

Preschool physical environments significantly affect children behavior and development. Efforts by the Malaysian Government to improve the quality of preschool education shows a lack of emphasis on the physical learning environment - despite overall improvements, school readiness remains moderate. In Malaysia, the impact of preschool physical learning environments on children’s school readiness is still unclear; thus, this paper aims to investigate, highlight and conclude a clear theoretical relationship between these two aspects through literature review. Findings are hoped to lay the groundworks for future research into this matter to improve preschool education in Malaysia.Keywords: Malaysian preschool education; Physical learning environment; Children school readiness; Children developmenteISSN 2398-4279 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

Comparison of School Readiness Between Rural and Urban Chinese Preschool Children

2016 ◽  
Vol 44 (9) ◽  
pp. 1429-1442 ◽  
Author(s):  
Yongtao Gan ◽  
Lijun Meng ◽  
Junjun Xie
Keyword(s):  
Academic Success ◽  
Preschool Children ◽  
School Readiness ◽  
Preschool Education ◽  
Urban Children ◽  
Basic Knowledge ◽  
Rural Children ◽  
Language Competence ◽  
Rural And Urban ◽  
Readiness To Learn

Children's future academic success may depend on their readiness to learn and participate in preschool education. We examined school readiness differences in a sample of rural and urban preschool children (N = 82) from Zunyi, China, using the School Readiness Test Battery. The results indicated that school readiness differed between rural and urban children; rural children scored lower on emotional and social skills, basic knowledge, and drawing and language competence subtests than did urban students, but higher on sport skills, and understanding of both time and space. Thus, improving the early education of rural children will likely help to decrease the school readiness differences between rural and urban children.

scholarly journals The Influence of the Integrated Preschool Adaptive Curriculum on Children's Readiness For First-grade Registration

2021 ◽  
pp. 227-250
Author(s):  
Nusreta Kepeš
Keyword(s):  
School Readiness ◽  
Equal Opportunity ◽  
Dynamic Assessment ◽  
Preschool Education ◽  
First Grade ◽  
Physical Development ◽  
Educational Process ◽  
Work Habits ◽  
Degree Of Maturity ◽  
The Impact

A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.

scholarly journals Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ozge Ersan ◽  
Michael C. Rodriguez
Keyword(s):  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Early Literacy ◽  
School Readiness ◽  
Hierarchical Linear Modeling ◽  
School Context ◽  
Preschool Education ◽  
School Level ◽  
Dominant Factor ◽  
Related Factors

AbstractSocioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students’ learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools’ mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES.

Sign in / Sign up

Export Citation Format

Share Document