ERIC Number: ED303275
Record Type: RIE
Publication Date: 1988-Nov-21
Reference Count: N/A
Four Areas of Influence Which May or May Not Contribute to the Academic Achievement of Kindergarten Students.
This study examines research related to factors which influence achievement at the kindergarten level. It also attempts to increase awareness of kindergarten programs which make a child's first experience in school a positive one. The main portion of this paper consists of an annotated bibliography of 34 references divided into four sections. The first examines preschool experiences and their influence on kindergarten achievement. The focus is on the formal preschool program and alternative child care programs. The second section concentrates on parental influence on children's later achievement. Literary interest and language development are two positive effects on later school achievement that result from the influence of the home environment. The third section focuses on schedule effects on kindergarten achievement. Half-day everyday, full-day everyday, full-day alternate-day, and other schedules are compared for significant differences in achievement, classroom behavior, attendance, and long-term effects in elementary school. The fourth section discusses aspects of curriculum. Developmental placement and transition room achievements are noted. The paper concludes with a summary of the research, conclusions, and three recommendations based on the results. (RJC)
Publication Type: Information Analyses; Reference Materials - Bibliographies; Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Exit Project, Indiana University at South Bend.