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.

An Evaluation of Two Preschool Programs for Disadvantaged Children: A Traditional and a Highly Structured Experimental Preschool

1968 ◽  
Vol 34 (9) ◽  
pp. 667-676 ◽  
Author(s):  
Merle B. Karnes ◽  
Audrey Hodgins ◽  
James A. Teska
Keyword(s):  
School Readiness ◽  
Motor Development ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Nursery School ◽  
Experimental Program ◽  
First Year ◽  
Perceptual Development ◽  
Disadvantaged Children ◽  
Preschool Programs

This paper presents the first year results of a study designed to evaluate through a battery of standardized tests the effectiveness of two preschool programs upon the long range school performance of comparable groups of children. One intervention program provided a traditional nursery school experience (N = 30) which worked in conventional ways to improve the personal, social, and motor development of the children; the experimental intervention provided a highly structured program (N = 30) which focused on specific learning tasks chosen from school related curricula, especially tasks designed to enhance language development and cognitive skills. The experimental program proved to be significantly more effective in promoting intellectual functioning, language abilities, perceptual development, and school readiness.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

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 Project «Healthy Kindergarten» as a Social and Pedagogical Innovation

2019 ◽  
Vol 8 (2) ◽  
pp. 14-19
Author(s):  
Татьяна Семенова ◽  
Tatiana Semenova
Keyword(s):  
Preschool Education ◽  
Research Problem ◽  
Educational Process ◽  
Educational Organizations ◽  
Pedagogical Innovation ◽  
State Pedagogical ◽  
Definition Of ◽  
Traditional Approaches ◽  
Relationship Of ◽  
The Relationship

The author reveals the content of the project «Healthy kindergarten – 2035» and analyzes the results of the research conducted in the framework of this project by teachers of the Department of Theory and methodology of preschool education of Moscow state pedagogical University (MSU). The purpose of the study: to identify the opinion of teachers of preschool educational organizations in Moscow and the Moscow region on the possibility of implementing the project «Healthy kindergarten – 2035»? Research problem: 1) identification of ideas of teachers of preschool organizations on the relationship of modern education with social values; 2) assessment of opportunities for the introduction of innovative technologies while maintaining traditional approaches to the implementation of the educational process in kindergarten, the definition of barriers; 3) designing the image of a «Healthy kindergarten» of the future.

scholarly journals Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

2008 ◽  
Vol 20 (3) ◽  
pp. 821-843 ◽  
Author(s):  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Mark T. Greenberg ◽  
Clancy Blair ◽  
Celene E. Domitrovich
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Controlled Trial ◽  
Socioeconomically Disadvantaged ◽  
Social Emotional ◽  
Emotional Skills ◽  
Disadvantaged Children ◽  
Intervention Impact ◽  
Head Start Programs ◽  
The Impact

AbstractDespite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.

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