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ERIC Number: ED393541
Record Type: RIE
Publication Date: 1995-Sep
Pages: 21
Abstractor: N/A
Reference Count: N/A
Comparisons between ECERS Ratings of Individual Pre-School Centres and the Results of Target Child Observations: Do They Match or Do They Differ?
Nabuco, Maria; Sylva, Kathy
This paper describes a study carried out in Portugal on the effects of three different preschool curricula on children's entry into primary school. These curricula are High Scope, Formal Skills, and Movimento da Escola Moderna. The sample consisted of 223 children followed longitudinally from nursery to primary school. Systematic observations were made in 15 nurseries. The subjects were first assessed when they had just left nursery and then 9 months later. The research was designed to answer the following questions: (1) are there differences in the day-to-day experiences of children and staff in the three nursery curricula; (2) is attendance at different kinds of preschool associated with higher score on literacy and mathematics in grade one compared to children who start school without nursery experience; and (3) is attendance at different kinds of preschool associated with higher scores on perceived competence and social acceptance compared to children who start school without nursery experience? The results showed that attendance in the High Scope program was associated with higher scores on curricular outcomes of reading and writing. Social acceptance was lower in the Formal Skills group. Early Childhood Environment Rating Scale (ECERS) scores were very similar for the High Scope and Movimento da Escola Moderna groups although both these curricula differed significantly on ECERS from the Formal Skills. Detailed observations showed that children and staff in the three preschool curricula engaged in different classroom activities. Children in the High Scope nurseries spent more time in pretend play, stories, rhymes, songs, informal conversation and problem solving. All these activities may explain their greater progress in reading and writing when they entered school. (Author/MOK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Early Childhood Environment Rating Scale; High Scope Model; Movimento da Escola Moderna; Portugal; Social Acceptance
Note: Paper presented at the European Conference on the Quality of Early Childhood Education (5th, Paris, France, September 7-9, 1995).