NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1070894
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1040-9289
The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning
Goodrich, Samantha; Mudrick, Hannah; Robinson, JoAnn
Early Education and Development, v26 n7 p1035-1056 2015
Research Findings: National policy today is on the brink of defining preschool experiences as essential for children's academic success. Indeed, many children's classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful control, social engagement, and language abilities) and tested their organization in a latent factor model of skills hypothesized to promote classroom adaptation. Assessments of low-income children interacting with a parent and examiner from the Early Head Start Research and Evaluation Project were utilized (n = 1,814). The data included observations of mother-child interactions during semistructured activities at home and child behavior assessments. Results indicated that the interrelated structure of children's skills was best defined in a 2-factor, latent variable model: effortful control and social communication. These learning skills were related to but separate from general cognitive ability. Practice or Policy: Home-visiting programs for infants and toddlers are expected to promote children's school readiness, yet little research has focused on the skills that facilitate children's transition to the large-group learning environment at age 3. Implications of this model for early prevention efforts and early childhood teacher training to promote children's readiness for group-based learning are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: US Department of Health and Human Services
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Bayley Scales of Infant Development