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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: 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: 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: Kesha N. Hudson
Publisher: RTI Press
ISBN:
Category : Education
Languages : en
Pages : 7
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Book Description
Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
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: 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: Shira Kolnik
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Executive functions (EFs), specifically a child's ability to shift between two stimuli and a child's ability to inhibit a prepotent response, are a child's self-regulatory cognitive processes used towards achieving a goal (Garon, Bryson, & Smith, 2008) and have been found to predict later school readiness (e.g. Blair & Diamond, 2008; McClelland et al., 2007; Pennington & Ozonoff, 1996). The current study examined possible mechanisms, such as problem behaviors and theory of mind (ToM), through which executive functions predict later cognitive and social school readiness. Problem behaviors occur when children are not effectively functioning in social situations, while ToM is a social-cognitive skill that allows a child to understand another person's mental processes (Wellman, 2002). These variables have been found to relate to one another in predicting preschool children's competence in numerous domains (see Carlson, Mandell, & Williams, 2004; Hughes, 1998b). Little research has been done on how these variables may mediate the relation between EFs and cognitive and social school readiness. This short-term longitudinal study assessed the unique contributions of ToM and problem behaviors to cognitive and social school readiness. Problem behaviors mediated the relation between EF, specifically inhibition, and social school readiness. Both teacher reports and direct assessment of EF revealed that EF, and specifically shifting, were direct predictors of later cognitive school readiness. However, ToM did not mediate any of the relations between EF and either social or cognitive school readiness. These results have several implications for education, including intervening with a child's ability to inhibit in order to improve problem behaviors and later social school readiness, as well as improving children's ability to mentally and behaviorally shift between sets of information in order to improve cognitive school readiness.
Author: Robert C. Pianta
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 400
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Book Description
More than 30 highly respected experts contribute cutting-edge information to give readers a comprehensive look at early education and kindergarten transition.;;
Author: Alan Vanneman
Publisher:
ISBN:
Category :
Languages : en
Pages : 80
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Book Description
Mathematics and reading scores on the National Assessment of Educational Progress (NAEP) have increased among students attending elementary and secondary schools since the first time the assessment was administered. These score increases have been observed both for Black and White students; statistically significant score differences between the two racial/ethnic groups have also been observed. This statistical analysis report, "Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress," examines achievement gaps between Black and White public-school students at both the national and state levels. The report uses data from two assessment programs--main NAEP and Long-Term Trend (LTT) NAEP. While both programs assess reading and mathematics, they are different in three major respects: (1) main NAEP assesses performance of students in 4th- and 8th-grades, while LTT NAEP assesses performance of students ages 9 and 13; (2) main NAEP reports results for both the national and state levels, while LTT NAEP reports results for the national level only; (3) main NAEP was first administered in the 1990s, while LTT NAEP was first administered in the 1970s. The report uses results from all assessment years including the 2007 main NAEP and the 2004 LTT NAEP. All results are for public school students. The percentages of Black and White students in individual states vary by state. Some states' trends could not be reported because there were not enough Black or White students in the sample to have reportable results. This report is organized as follows. Following an introduction, the remainder of this report presents first mathematics and then reading results. In each section, long-term trend results are presented first, giving national results only for public school students ages 9 and 13. These are followed by both national and state results for public school fourth- and eighth-graders from main NAEP. National data from main NAEP are also presented by (1) gender; and (2) eligibility categories for the National School Lunch Program. The last section consists of two appendixes that contain relevant technical notes and supplemental tables. (Contains 12 footnotes, 11 tables, and 24 figures.) [This report was prepared under a project of the NAEP Education Statistics Services Institute (NAEP-ESSI) of the American Institutes for Research (AIR) in support of the National Center for Education Statistics (NCES). For the report highlights, see ED505902.].
Author: Paddy C. Favazza
Publisher: Brookes Publishing Company
ISBN: 9781681254258
Category : Education
Languages : en
Pages : 344
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Book Description
"CHAMPPS is a self-contained preschool motor skills program designed to support physical activity levels and skill development in young children. It comprises seven units: 1) Foundational Motor Skills; 2) Walking and Running; 3) Balance, Hopping, and Jumping; 4) Catching; 5) Throwing; 6) Striking; and 7) Kicking. Each unit includes suggested UDL supports, Home Activities, and suggestions for supporting school readiness in language, math, science, motor skills, social-emotional learning, and approaches to learning. The curriculum can be completed in 30 minutes/day, 2-3 days per week over 21-28 weeks; scheduling flexibility is built in"--
Author: Antonio Hernández-Mendo
Publisher: Frontiers Media SA
ISBN: 2889638928
Category :
Languages : en
Pages : 208
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Book Description
