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ERIC Number: EJ782012
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
Reference Count: 54
ISSN: ISSN-0256-8543
The Early ON School Readiness Project: A Preliminary Report
Winter, Suzanne M.; Zurcher, Raymond; Hernandez, Arthur; Yin, Zenong
Journal of Research in Childhood Education, v22 n1 p55 Fall 2007
The Early ON School Readiness Project is an emerging community-based model aimed at promoting the school readiness of 3- to 5-year-old children in a metropolitan area with a predominantly Latino (Mexican-American) population. Using an ecological approach, the multi-component program seeks to enhance school readiness opportunities for children at various levels. Key program components aim to improve community awareness, parent education, professional development for child care teachers, quality of child care environments, and transition to school. The model evolved through a community partnership initiated by the local government, involving nonprofit agencies and a university partnership. Child care environmental quality was measured by administration of the Early Childhood Environment Rating Scale-Revised Edition (ECERS-R; Harms, Clifford, & Cryer, 1998). To measure children's progress, the Developmental Indicators for the Assessment of Learning-Third Edition (DIAL-& Mardell-Czudnowski & Goldenberg, 1998) was administered in the fall and spring of two consecutive school years. A sample of children was screened to gain insight regarding the developmental status of children in the project compared to a matched sample of children not involved in the project. Preliminary findings show the progress of children in key developmental areas during the initial and second year of program implementation in selected child care centers. In the baseline year, standard scores of children at the comparison sites were unchanged from fall to spring in all of the developmental areas measured by the DIAL-3; scores at the intervention sites, however, were higher at a statistically significant level for two subtests and the composite score. During the second year, all subtest scores and the composite scores were higher at the intervention sites in the spring as compared to the fall. Although additional research is needed, preliminary results suggest the emerging model shows promise for increasing children's developmental skills and abilities associated with school readiness. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A