Alignment of learning experiences from prekindergarten to kindergarten: Exploring group classifications using cluster analysis

2018 ◽  
Vol 16 (3) ◽  
pp. 229-244
Author(s):  
Meg Deane Franko ◽  
Duan Zhang ◽  
Kristina Hesbol
Keyword(s):  
Cluster Analysis ◽  
Head Start ◽  
Developmentally Appropriate ◽  
Learning Experiences ◽  
Developmentally Appropriate Practices ◽  
Kindergarten Classroom ◽  
Classroom Structures ◽  
Head Start Programs ◽  
Appropriate Practices ◽  
Analyze Data

This study explored children’s experiences of instructional alignment from prekindergarten through kindergarten. Using cluster analysis to analyze data from over 1300 children in the 2009 Head Start Family and Child Experiences Survey, the study found that children have distinct and definable experiences of prekindergarten–kindergarten alignment, with Hispanic/Latino children more likely to attend Head Start programs with poor support for prekindergarten–kindergarten transitions and poor kindergarten classroom structures, and most children experiencing a decline in developmentally appropriate practices between prekindergarten and kindergarten.

Aligning Preschool and Kindergarten Classroom Learning Experiences

2021 ◽  
pp. 60-83
Author(s):  
Meg Deane Franko ◽  
Duan Zhang
Keyword(s):  
Data Analysis ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Learning Experiences ◽  
Secondary Data ◽  
The Other ◽  
Developmentally Appropriate Practices ◽  
Classroom Learning ◽  
Kindergarten Classroom ◽  
Appropriate Practices

The focus of transition from preschool to kindergarten is often placed on what can be done to prepare the child. Relatively little emphasis is placed on how differences between learning experiences across settings might impact the child's transition from one setting to the other. This chapter presents the results of secondary data analysis of the 2009 FACES study that show that the alignment of prekindergarten-kindergarten (PK-K) learning experiences impacts children's kindergarten outcomes. In particular, HLM modeling found that children who had at least as many or more activity-based centers in their classrooms in kindergarten as they had in prekindergarten showed significantly better literacy and math outcomes at the end of kindergarten than children who had less or no activity-based centers in kindergarten. This chapter advocates for a systemic focus on transition that puts an emphasis on continuing developmentally appropriate practices between preschool and kindergarten settings as a way to facilitate transitions and improve outcomes for young children.

Early Experiences With Family Involvement

2018 ◽  
pp. 42-64
Author(s):  
Jade Burris
Keyword(s):  
Early Childhood ◽  
Family Involvement ◽  
Early Childhood Teachers ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practices ◽  
Early Childhood Programs ◽  
Early Experiences ◽  
Appropriate Practices ◽  
The Impact ◽  
Successes And Challenges

This chapter reviews the impact early experiences with family involvement have on young children and their families, early childhood programs, and teachers. The author discusses the growing demand for early childhood services, characterized by a growing and changing society. There is discussion of developmentally appropriate practices and the ethical conduct of early childhood teachers as they navigate issues of social justice related to family involvement and engagement. The author presents findings from a recent pilot study to illustrate the successes and challenges experienced by eight diverse early childhood programs as they reflected on their family involvement practices. The author also emphasizes the importance of promoting equity and celebrating diversity through family involvement practices including examples, successes, and challenges that may arise.

A Critical Review of Service-Technique Teaching in Youth Volleyball

2013 ◽  
Vol 6 (2) ◽  
pp. 122-134
Author(s):  
Gylton Da Matta ◽  
Linda Gagen ◽  
Michael C. Rhoads
Keyword(s):  
Critical Review ◽  
Developmentally Appropriate ◽  
Teaching Skills ◽  
Developmentally Appropriate Practices ◽  
Young Athletes ◽  
Technical Issues ◽  
Appropriate Practices

The purpose of this paper is to demonstrate the importance of using developmentally appropriate serving strategies that will promote the game of volleyball and facilitate learning while minimizing injury. A critical review of serving discusses the main developmental, maturational, and technical issues related to socialization and long-term development in volleyball. Teaching complex serving styles (such as the jump serve to athletes under the age of 14) might have implications for athletes’ long-term development and might lead to injury. The adoption of developmentally appropriate practices in coaching young athletes is still a novelty for many coaches. Therefore, this article stresses the importance of implementing adapted or modified games and of teaching skills in a progressive fashion to aid development.

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