Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
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DOI：
10.1016/j.ecresq.2020.07.011
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发表时间：
2021-01-01
影响因子：
3.7
通讯作者：
Ruzek, Erik
中科院分区：
文献类型：
--
作者：
Ansari, Arya;Pianta, Robert C.;Ruzek, Erik
本研究探讨了在一个大的，不同的县之间的幼儿园学前班的与会者和非出席者（n = 2581）的儿童在秋季入学准备技能的差异。还考虑了与学前教育入学相关的技能在多大程度上随儿童的背景特征和学前教育项目的特点而变化。结果显示，在幼儿园的头几个月，学前班的参加者表现出更好的学术和执行功能技能比非参加者;没有一致的差异检测到教师的报告儿童的社会情绪调整。双语学习者和来自最低收入家庭的儿童在与学前教育相关的学习技能和自我调节方面的差异最大。参加私立学前教育项目的儿童在幼儿园入学时表现出不太理想的社会情感技能。(C)2020爱思唯尔公司All rights reserved.
The present study examined differences in school readiness skills in the fall of kindergarten between pre-K attendees and non-attenders (n = 2581) among children in a large, diverse county. Also considered was the extent to which skills associated with pre-K enrollment varied as a function of children's background characteristics and features of their pre-K program. Results revealed pre-K attenders demonstrated better academic and executive function skills in the first months of kindergarten than non-attenders; no consistent differences were detected for teachers' reports of children's socioemotional adjustment. Differences in academic skills and self-regulation associated with attendance in pre-K were largest for dual language learners and children from the lowest-income families. Children enrolled in private pre-K programs demonstrated less optimal socioemotional skills at kindergarten entry. (C) 2020 Elsevier Inc. All rights reserved.