ERIC Number: ED544014
Record Type: Non-Journal
Publication Date: 2010-Apr
Reference Count: N/A
Maximizing Classroom Time to Promote Learning. NCRECE In Focus. Volume 1, Issue 3
Goffin, Stacie G.
National Center for Research on Early Childhood Education
Studies consistently show that high quality pre-kindergarten (pre-k) programs make a positive difference for preschooler's success in kindergarten. Little is known, however, about how "individual children spend their time in pre-k programs." To find out, this study explored how children's use of time in pre-k varied based on three demographic characteristics frequently associated with low academic achievement: ethnicity (African American, Latino, and White), gender, and family income. More notable than demographic differences in children's use of classroom time, however, was learning that a significant portion of each child's pre-k day involved learning through didactic instruction and waiting for the next activity. This means teachers' interactions with children are not being maximized for children's benefit, and opportunities are being missed for promoting children's development and school readiness. Given that state-funded pre-kindergarten programs represent a primary strategy for addressing income and ethnic disparities in school achievement, this is an especially troubling finding for children in the greatest need of pre-k's social and academic benefits.
Descriptors: Academic Achievement, School Readiness, Kindergarten, Preschool Education, Preschool Children, Family Income, Educational Quality, Low Achievement, Ethnicity, Gender Issues, Child Development, Preschool Teachers
National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail: firstname.lastname@example.org; Web site: http://curry.virginia.edu/research/centers/castl/project/ncrece
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Early Childhood Education (NCRECE)
IES Funded: Yes
Grant or Contract Numbers: R305A060021