NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1025273
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-3920
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Weiland, Christina; Yoshikawa, Hirokazu
Child Development, v84 n6 p2112-2130 Nov-Dec 2013
Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards