ERIC Number: EJ1070894
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning
Goodrich, Samantha; Mudrick, Hannah; Robinson, JoAnn
Early Education and Development, v26 n7 p1035-1056 2015
Research Findings: National policy today is on the brink of defining preschool experiences as essential for children's academic success. Indeed, many children's classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful control, social engagement, and language abilities) and tested their organization in a latent factor model of skills hypothesized to promote classroom adaptation. Assessments of low-income children interacting with a parent and examiner from the Early Head Start Research and Evaluation Project were utilized (n = 1,814). The data included observations of mother-child interactions during semistructured activities at home and child behavior assessments. Results indicated that the interrelated structure of children's skills was best defined in a 2-factor, latent variable model: effortful control and social communication. These learning skills were related to but separate from general cognitive ability. Practice or Policy: Home-visiting programs for infants and toddlers are expected to promote children's school readiness, yet little research has focused on the skills that facilitate children's transition to the large-group learning environment at age 3. Implications of this model for early prevention efforts and early childhood teacher training to promote children's readiness for group-based learning are discussed.
Descriptors: Toddlers, Preschool Children, Preschool Education, School Readiness, Emergent Literacy, Self Control, Social Development, Interpersonal Competence, Receptive Language, Learning Processes, Cognitive Ability, Group Instruction, Behavior Rating Scales, Measures (Individuals), Factor Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: US Department of Health and Human Services
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Bayley Scales of Infant Development
Grant or Contract Numbers: N/A