Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction
Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction
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DOI：
10.1080/10888690802199418
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发表时间：
2008-07-01
影响因子：
3.8
通讯作者：
Barbarin, Oscar
中科院分区：
文献类型：
--
作者：
Burchinal, Margaret;Howes, Carollee;Barbarin, Oscar
公共资助的幼儿园是大多数州用来促进入学准备的项目，特别是由于贫困而有学习问题风险的4岁儿童。尽管公共支出巨大，但这些项目并未得到广泛评估。我们检查了六个州的240个随机选择的幼儿园前项目，这些项目成熟的项目服务了大量的儿童，并评估了700多名儿童在幼儿园和学前班的课堂质量和儿童学习成绩的具体方面。结果表明，平均而言，幼儿园前教师的反应和敏感度中等，但在让儿童学习特定技能方面不太成功。与老师的敏感和激动人心的互动以及幼儿园前课堂的教学质量方面都预示着语言、学业前和社交技能的获得将持续到幼儿园学年结束。
Publicly funded prekindergartens are programs that most states use to promote school readiness, especially of 4-year-old children at risk for academic problems due to poverty. Despite large public expenditures, these programs have not been widely evaluated. We examined 240 randomly selected pre-kindergarten programs in six states with mature programs that serve large numbers of children, and evaluated specific aspects of classroom quality and children's academic achievement in both the pre-kindergarten and kindergarten year for over 700 children. Results showed that, on average, pre-kindergarten teachers were moderately responsive and sensitive, but were less successful in engaging children in learning specific skills. Both sensitive and stimulating interactions with the teacher and the instructional quality aspects of the pre-kindergarten classroom predicted the acquisition of language, pre-academic, and social skills through the end of the kindergarten year.