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Author: Sara Anne Schmitt
Publisher:
ISBN:
Category : Preschool children
Languages : en
Pages : 142
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Book Description
In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to succeed. Children from high-risk backgrounds (e.g., low-income) are particularly vulnerable for difficulties in self-regulation development. Given these documented gaps in self-regulation, it has become critical to first identify children at risk for poor self-regulation and then work to improve these critical skills prior to school entry. This dissertation includes two studies that focus on strengthening self-regulation and school readiness for children at risk. The first study addressed measurement inconsistencies in the field by investigating the predictive utility among teacher-rated, observed, and directly assessed self-regulation skills to academic achievement in preschoolers. Results indicated significant, positive relationships for teacher-rated and directly assessed self-regulation for early math and literacy skills. Domain specific patterns emerged in our measurement comparisons in that teacher ratings were the strongest predictors of literacy, and the direct assessment was the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Study 2 examined if children who participated in an 8-week intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored. Finally, differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated greater gains in self-regulation over the preschool year compared to the control group. In addition, although there were no significant direct effects of the intervention on academic skills in the full sample, significant indirect intervention effects emerged on spring achievement through self-regulation. Finally, group comparisons revealed that the intervention was related to significant gains in math for children who were English language learners. Taken together, findings from the studies in this dissertation inform our understanding of self-regulation measurement and intervention, which is critical for helping children at risk for poor school readiness.
Author: Sara Anne Schmitt
Publisher:
ISBN:
Category : Preschool children
Languages : en
Pages : 142
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Book Description
In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to succeed. Children from high-risk backgrounds (e.g., low-income) are particularly vulnerable for difficulties in self-regulation development. Given these documented gaps in self-regulation, it has become critical to first identify children at risk for poor self-regulation and then work to improve these critical skills prior to school entry. This dissertation includes two studies that focus on strengthening self-regulation and school readiness for children at risk. The first study addressed measurement inconsistencies in the field by investigating the predictive utility among teacher-rated, observed, and directly assessed self-regulation skills to academic achievement in preschoolers. Results indicated significant, positive relationships for teacher-rated and directly assessed self-regulation for early math and literacy skills. Domain specific patterns emerged in our measurement comparisons in that teacher ratings were the strongest predictors of literacy, and the direct assessment was the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Study 2 examined if children who participated in an 8-week intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored. Finally, differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated greater gains in self-regulation over the preschool year compared to the control group. In addition, although there were no significant direct effects of the intervention on academic skills in the full sample, significant indirect intervention effects emerged on spring achievement through self-regulation. Finally, group comparisons revealed that the intervention was related to significant gains in math for children who were English language learners. Taken together, findings from the studies in this dissertation inform our understanding of self-regulation measurement and intervention, which is critical for helping children at risk for poor school readiness.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 85
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Book Description
The purpose of this study is to examine the effectiveness of the services provided by the Circle of Education (COE) program, a music- and literacy-based school readiness program, in preschool and kindergarten classrooms in a school serving mostly low-income, Latino children. This paper describes the implementation of running the program that entailed college student interns leading twelve lessons in the classrooms, while parent leaders led eleven lessons in Spanish with parents who left the classes with materials needed to run the activity at home with their children. Lessons were selected from the COE program that corresponded with trauma related symptoms (e.g., self-esteem, emotional regulation, friendship and cooperation, self care, and school climate). Additionally, these lessons incorporated Latino cultural values: familismo, personalismo, and respeto. The results of this study provide feedback from student interns and parents who participated in the program implementation during the school year and reflected on the program's efficacy in improving school readiness. The results of this study are inconclusive in suggesting that the intervention program, COE, was effective in enhancing school readiness skills in preschool and kindergarten children from high risk populations. However, much was learned about the process of coordinating services between multiple stakeholders. Results of this study suggest that improving the implementation of the COE program with greater treatment fidelity, generalization, and maintenance may lead to increases in fostering self-esteem, improving emotional regulation, promoting friendship and cooperation, encouraging self-care skills, and improve school climate. Further investigation is warranted in how to better implement the program in order to reproduce and duplicate positive results of parent engagement across settings.
Author: Megan M. McClelland
Publisher: Routledge
ISBN: 1317755391
Category : Education
Languages : en
Pages : 154
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Book Description
Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom offers early childhood teachers the latest research and a wide variety of hands-on activities to help children learn and practice self-regulation techniques. Self-regulation in early childhood leads to strong academic performance, helps students form healthy friendships, and gives them the social and emotional resources they need to face high-stress situations throughout life. The book takes you through everything you need to know about using self-regulation principles during circle time, in literacy and math instruction, and during gross motor and outdoor play. Each chapter includes a solid research base as well as practical, developmentally-appropriate games, songs, and strategies that you can easily incorporate in your own classroom. With Stop, Think, Act, you’ll be prepared to integrate self-regulation into every aspect of the school day.
Author: Lynne Vernon-Feagans
Publisher: Wiley-Blackwell
ISBN:
Category : Family & Relationships
Languages : en
Pages : 166
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Book Description
This monograph covers the Family Life Project studying a representative sample of every baby born to a mother who resided in one of six poor rural counties over a one year period, oversampling for poverty and African American. 1,292 children were followed from birth to 36 months of age. This study examines the relation between social risk and children's executive functioning, language development, and behavioral competence at 36 months.
Author: United States. National Education Goals Panel. Goal 1 Technical Planning Group
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 64
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Book Description
In 1990, the National Education Goals were established by the President and the 50 state governors. Great attention has been given to Goal 1, dubbed the "readiness" goal: By the year 2000, all children in America will start school ready to learn. The Goal 1 Resource Technical Planning Groups were asked to suggest ways in which Goal 1 could be measured. The purpose of this document is to further amplify the dimensions of early learning and development used by the National Educational Goals Panel to measure progress toward Goal 1. The following five dimensions are discussed: (1) "Physical Well-Being and Motor Development"; (2) "Social and Emotional Development," serving as the foundation for relationships which give meaning to school experience; (3) "Approaches toward Learning," referring to the inclinations, dispositions, or styles that reflect ways children become involved with learning; (4) "Language Development"; and (5) "Cognition and General Knowledge." For each of the dimensions, a rationale; general definition; the relationship to individual, cultural, and contextual variation; and a summary are given. The report concludes with a discussion of underlying issues, implications, and action steps. (Contains 83 references.) (BGC)
Author: Michel Boivin
Publisher: Guilford Publications
ISBN: 1462511570
Category : Psychology
Languages : en
Pages : 382
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Book Description
Grounded in cutting-edge developmental research, this book examines what school readiness entails and how it can be improved. Compelling longitudinal findings are presented on the benefits of early intervention for preschoolers at risk due to poverty and other factors. The volume identifies the cognitive, language, behavioral, motor, and socioemotional skills that enable young children to function successfully in school contexts. It explores specific ways in which school- and family-based interventions--including programs that target reading and language, math, self-regulation, and social-emotional development--can contribute to school readiness. The book also addresses challenges in the large-scale dissemination of evidence-based practices.
Author: Amanda Taek Soon Tepfer
Publisher:
ISBN:
Category : Motor ability in children
Languages : en
Pages : 92
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Book Description
Background: Early childhood is filled with incredible growth in all areas of development and offers a critical period for optimal learning (Lerner, 2002). During this critical period both motor skills (Bouffard, Watkinson, Thompson, Causgrove Dunn, & Romanow, 1996; Clark & Metcalfe, 2002; Lubans, Morgan, Cliff, Barnett, & Okely, 2010; Stodden et al., 2008), as well as self-regulation skills develop (Blair, 2002). Recent empirical research suggests active play, during early childhood, may help establish healthy behaviors and play a role in early childhood development through improving cognitive, social, and emotional health (Ginsburg, 2007). Previous research indicates success in the classroom requires strong self-regulation skills, such as attention, memory, and inhibitory control (Blair, 2002). Yet, the role of motor skills amidst other developmental indicators of school readiness is not well documented. Thus, the purpose of this project was to examine the relationship between motor skills and aspects of school readiness in young children between the ages of 3-5 years from at-risk populations. Methods: This descriptive, cross-sectional study included a sample of 162 children with at least one biological (e.g. disability) or environmental (e.g. low-income) risk factor, per parent report, from two geographical areas in the US. Individual assessments of gross and fine motor skills, behavioral self-regulation, early literacy, and early math skills were used to examine associations between motor skills and early indicators of school readiness. Results: Results of hierarchical regression analyses demonstrated that preschool gross and fine motor skills significantly predicted indicators of school readiness, specifically behavioral self-regulation and early academic achievement. Further analysis indicated fine motor skills predicted school readiness over gross motor skills, even after controlling for age (in months) and site. Conclusion: This study found positive relations, with specific aspects of fine motor skills and early indicators of school readiness. These findings have implications for school readiness initiatives focused on improving early developmental trajectories for preschool aged children from at-risk populations.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Gilbert Rugg Gredler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 308
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Book Description
Noting that the latest messages communicated to the public about the learning problems of American children emphasize children's lack of social maturity and premature school entry, this book examines the many complex issues surrounding school readiness and entry. The 15 chapters are divided into 4 sections. The first section includes an introduction and overview of school readiness and a discussion of the concept of school readiness. The second section deals with assessing readiness. This section presents issues in early childhood screening and assessment, comparisons of some current readiness and screening tests, and an analysis of the Gesell School Readiness Test. Also discussed in this section is the social and emotional adjustment of children considered "young" for their age. The third section examines school practices. This section covers issues in the entrance age debate, an analysis of the influence of entrance age on achievement, and the transition room experience. In addition, the section discusses retention in kindergarten and first grade, intervention and remediation programs for young children, and issues affecting early childhood education. The final section of the book examines the related issues of parental reactions, and ethical and legal issues in the educational placement of children. The last chapter in this section offers a recapitulation with some final issues for consideration. Contains 19 pages of references. (VL)
Author: Denise Marie Necoechea
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 420
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Book Description
