NotesFAQContact Us
Search Tips
ERIC Number: ED544028
Record Type: Non-Journal
Publication Date: 2010-Sep
Pages: 2
Abstractor: ERIC
Reference Count: N/A
Expanding School Readiness Gains in Prekindergarten. NCRECE In Focus. Volume 1, Issue 6
Goffin, Stacie G.
National Center for Research on Early Childhood Education
With growing public interest in children's success in kindergarten, more studies are examining prekindergarten (pre-k) classroom characteristics and their relationship to children's school readiness. These studies, for the most part, have focused on classroom environment characteristics associated with overall program quality, especially as measured by the Early Childhood Education Rating System (ECERS) and by the level of teachers' formal preparation. Recently, attention has moved to measuring teacher-child interactions, especially as assessed by the Classroom Assessment Scoring System (CLASS). This study, however, took a different tack. "It focused on individual children and the type of activities with which they engage during their prekindergarten day"--what the researchers call "pattern of classroom engagement." Looking beyond the environment provided for learning and delving more deeply into activities occupying children's time, this study sought to examine the relationship between four different patterns of classroom engagement and children's later success on language, literacy, and mathematics school readiness indicators. The study had two overarching purposes: (1) To assess the relationship between children's pattern of classroom engagement and their school readiness gains during the prekindergarten year and (2) To learn if some patterns of classroom engagement promoted greater school readiness gains for low-income children.
National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
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