NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036106
Record Type: Journal
Publication Date: 2013-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1053-1890
Children's Readiness Gains in Publically Funded, Community-Based Pre-Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds
Goldstein, Peggy; Warde, Beverly; Peluso, Paul
Child & Youth Care Forum, v42 n6 p507-523 Dec 2013
Background: Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and "at risk" 3 year old children. Little research exists on the school readiness gains of children participating in these "garden variety" community-based programs. Objective: The current study evaluated the child outcome gains in cognitive, communication and social/learning domains of 4 year old pre-K children and 3 year old preschool children participating in publicly funded, community-based programs. Methods: A sample of 132 children (86 four year olds and 46 three year olds) participating in publicly funded community pre-K and preschool programs were assessed at the beginning and end of the year. Paired samples t tests were conducted to determine if the mean scores on posttests were significantly different than pretests on measures using SPSS software. Results: Findings revealed the 4 year old children significantly increased their standard scores (SS) in cognitive, receptive vocabulary and social-emotional development. No change in SS was reported on the communication subtest. There was no statistically significant change in SS of the 3 year olds in any of the areas assessed. Conclusions: Children attending the "garden variety" publicly supported community based pre-K programs make notable gains in school readiness, but growth rates remained stable for the 3 year olds. Mean scores at pretest on some of the subtests were below average indicating the programs are reaching at-risk children. Findings suggest differences in the structural variables of the two programs may have contributed to the outcomes.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A