Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
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DOI：
10.1016/j.ecresq.2007.05.002
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发表时间：
2008-01-01
影响因子：
3.7
通讯作者：
Arbarin, Oscar B.
中科院分区：
文献类型：
--
作者：
Howes, Carollee;Burchinal, Margaret;Arbarin, Oscar B.
我们在国家资助的旨在为儿童上幼儿园做准备的学前教育项目中，研究了儿童在学校相关学习和社交技能方面的增长。我们预计，儿童在学业和社交技能方面的进步可以归因于课程质量的结构和课堂过程维度的变化。在11个州的大约700个国家资助的学前教育教室中，随机选择了近3000名（n = 2800）儿童，每个教室4名。参加学前教育似乎与学术技能的提高有关。当孩子们经历了更高质量的教学或更亲密的师生关系时，他们在学业成绩上表现出更大的进步。收益与儿童或项目的特征（即比例、教师资格、项目地点和长度）无关。这些发现对一系列州和地方政策和项目发展工作以及环境对发展影响的理论具有启示意义。(c) 2007爱思唯尔公司版权所有。
We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n = 2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher-child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development. (c) 2007 Elsevier Inc. All rights reserved.