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ERIC Number: EJ829037
Record Type: Journal
Publication Date: 2006-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1524-0754
Does Looping Make a Difference? The Impact of Preschool Looping on Child Outcomes
Judge, Sharon; Phillips, Marian
NHSA Dialog, v9 n1 p12-21 Mar 2006
This study examined the effects of looping teachers' remaining with a core group of children for multiple years in a preschool program for at-risk children. The sample consisted of 59 4-year-old children who had the same teacher for two years and 167 4-year-old children who had a different teacher for each year of preschool. Student progress on congressionally mandated child outcomes were analyzed to determine if looping had an impact on young children's cognitive and affective skills. The results showed that looping children exhibited higher scores on personal and social development compared to non-looping children whereas non-looping children exhibited higher scores on mathematical thinking compared to looping children. Discussion focused on the possible role of these personal and social skills for early school success.
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: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A