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Author: Leslie Powell Vroman
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 138
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Book Description
Author: Leslie Powell Vroman
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 138
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Book Description
Author: Susan A. McHale
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 72
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Book Description
Author: Charlotte Agnes Barnes
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 266
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Book Description
Author: Sabrina Miller
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 103
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Book Description
A student’s educational development is brought on through learning experiences and lessons that enhance school readiness and set the tone for the remainder of that student’s life. School readiness begins with attendance in a preschool environment. Although not mandatory, the educational journey can begin in prekindergarten where children are exposed to a variety of lessons and experiences that enhance literacy, social, math, and physical skills. This study examined the impact that prekindergarten had on the social and behavior skills, also known as social foundations using a causal-comparative design. Specifically, this study determined if there was a difference among the Kindergarten Readiness Assessment (KRA) social foundation scores of students who attend prekindergarten programs compared to students who do not attend prekindergarten programs. This study included KRA scores from kindergarteners enrolled in a school district in Maryland during the 2016-2017. For the 2016-2017 school year, the study assessed 213 students using KRA. From that population, 70 samples were analyzed using the Kruskal Wallis H Test. Based on the test, there were significant differences among the KRA social foundation scores of kindergarten students who attended Head Start, school-based prekindergarten, private preschool, or no prekindergarten program. This study was important since it addressed students’ social development at the beginning of their educational career in different learning environments. Additionally, it provided information on the development of the whole child.
Author: M. Elizabeth Graue
Publisher: SUNY Press
ISBN: 9780791412039
Category : Education
Languages : en
Pages : 330
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Book Description
This book looks at readiness from a different perspective, arguing that we must move away from the readiness-as-child characteristic so prevalent in education and the popular press. Instead, readiness is explained as an idea constructed by parents, teachers, and children as they interact in their neighborhoods and communities. Graue describes three communities in the same school district: a middle-class, suburban town of professionals; a rural, working-class community; and a group of Hispanic, working-class families making their way through their children's kindergarten experiences. In each setting, the local meaning of readiness is the underlying theme in the actions taken by parents and their attitudes about their children's first public school experience.
Author: Maurine McCulley Hansen
Publisher:
ISBN:
Category : Reading (Kindergarten)
Languages : en
Pages : 57
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Author: Marie Elizabeth Williams
Publisher:
ISBN:
Category : School age (Entrance age)
Languages : en
Pages : 174
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Author: Patricia Liendo
Publisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 104
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Book Description
Abstract: This thesis is a study on the impact Pre-Kindergarten has on emergent literacy for kindergarteners. This research used a sample of two kindergarten classes from two different years; Group 1 kindergarten class is made up of eight students who took the Texas Primary Reading Inventory in 2008-2009, and did not complete a Pre-Kindergarten Three Program. Group 2 kindergarten class is made up of seventeen students who took the TPRI in 2009-2010, and have completed a Pre-Kindergarten Three Program. The TPRI from the two years were taken and compared. Two types of comparisons were made, one comparison was between year one and year two scores, and the second comparison was made between the beginning of the year and the end of the year assessments within the same year to see how much scores improved. The result of this study shows a significant higher percentage, in the majority of the TPRI domains, of students from year one who scored at a level of developed.
Author: Charles W. Baker
Publisher:
ISBN:
Category : Head Start programs
Languages : en
Pages : 64
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Book Description
