How Does an Academically-Oriented Kindergarten Classroom Impact Children's Outcomes?

以学术为导向的幼儿园课堂如何影响儿童的学习成果？

• 批准号: 9035701
• 负责人: Vi-Nhuan Le
• 金额: $ 8.1万
• 依托单位: NATIONAL OPINION RESEARCH CENTER
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-12-18 至 2017-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9035701
• 关键词: Academic achievement; Accountability; Achievement; Address; Adopted; Advocate; Anecdotes; Anxiety; Area; Arts; Attention; Behavioral; Child; Child Advocacy; Childhood; Cognition; Data; Data Set; Development; Educational Curriculum; Educational process of instructing; Emotional; English Learner; Equation; Ethnic group; Exposure to; Fostering; Income; Informal Social Control; Language; Laws; Learning; Left; Longitudinal Studies; Low income; Mathematics; Movement; Music; Outcome; Outcome Measure; Parents; Performance; Physical Education; Play; Policies; Price; Publications; Readiness; Reading; Reporting; Research; Schools; Science; Silicon Dioxide; Specificity; Staging; Students; Subgroup; Testing; Time; Veins; Water; Writing; academic preparation; base; early childhood; first grade; improved; kindergarten; pressure; public health relevance; racial and ethnic; skills; social; teacher

 DESCRIPTION (provided by applicant): Against a backdrop of school accountability policies in which standards, assessments, and high-stakes consequences attached to test scores have elevated the importance of academic preparation and performance, the kindergarten classroom has become increasingly academics-focused. The growing emphasis on academics at kindergarten has fostered a number of concerns. First, prior research suggests that although kindergarten has become increasingly academics-focused at all income levels, this is especially true for upper-income children. To the extent that an academically-oriented curriculum is associated with improved achievement, then the school readiness gaps that have been observed between poorer and wealthier kindergartners may not be mitigated. Second, there is concern that a heightened focus on academics is stressful for children and may negatively impact their social-emotional outcomes. Despite the numerous publications put forth by child advocacy groups regarding their concerns that the move to an academic kindergarten classroom undermines the development of the "whole child," the evidence at this stage is primarily anecdotal. The purpose of this study is to explore the impact an academically-oriented kindergarten curriculum may have on the achievement gap between lower- and upper-income children and on children's social-emotional outcomes. Using data from the nationally-representative Early Childhood Longitudinal Study of Kindergarteners in 2010 (ECLS-K: 2011), we will address the following research questions: 1) To what extent are kindergarten classrooms focusing on academic content? Is there a relationship between instructional time/content coverage and percent of FRPL students in the school? 2) Is exposure to an academically-oriented kindergarten classroom associated with higher achievement? Does it narrow the achievement gap between poorer and wealthier children? Do these effects differ by the other NCLB reporting subgroups (i.e., students from major racial/ethnic groups, students with special needs, and English Language Learners (ELL))? 3) Is there a relationship between an academically-oriented kindergarten classroom and children's socio- emotional outcomes? 4) What is the impact of an academically-oriented kindergarten curriculum on children's academic and social- emotional outcomes measured at first grade?

 描述（由申请人提供）：在学校问责政策的背景下，标准，评估和高风险的后果重视考试成绩提高了学术准备和表现的重要性，幼儿园课堂已成为越来越学术为重点。幼儿园对学术的日益重视引发了一些担忧。首先，先前的研究表明，尽管幼儿园在所有收入水平上都越来越注重学业，但对于高收入家庭的孩子来说尤其如此。在某种程度上，以学术为导向的课程与提高成绩有关，那么在较贫穷和较富裕的学生之间观察到的入学准备差距可能不会减轻。其次，人们担心，对学业的高度关注会给孩子带来压力，并可能对他们的社会情感产生负面影响。尽管儿童权益团体发表了许多出版物，表达了他们对进入学术性幼儿园教室会破坏“整个儿童”发展的担忧，但现阶段的证据主要是轶事。本研究的目的是探讨以学术为导向的幼儿园课程可能对低收入和高收入儿童之间的成就差距和儿童的社会情感结果的影响。利用2010年全国代表性的幼儿教育纵向研究（ECLS-K：2011）的数据，我们将解决以下研究问题：1）幼儿园课堂在多大程度上关注学术内容？教学时间/内容覆盖率与学校FRPL学生的百分比之间是否存在关系？ 2)是否接触到一个以学术为导向的幼儿园课堂与更高的成就？它是否缩小了贫穷儿童和富裕儿童之间的成就差距？这些影响是否因其他NCLB报告亚组而异（即，主要种族/族裔群体的学生、有特殊需要的学生和英语学习者（ELL））？ 3)以学术为导向的幼儿园课堂与儿童的社会情感结果之间是否存在关系？ 4)以学术为导向的幼儿园课程对一年级儿童的学术和社会情感结果有什么影响？