ERIC Number: EJ751950
Record Type: Journal
Publication Date: 2005
Pages: 7
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0256-8543
EISSN: N/A
The Impact of Ready Environments on Achievement in Kindergarten
Nelson, Regena Fails
Journal of Research in Childhood Education, v19 n3 p215 Spr 2005
The purpose of this study was to examine how young children's homes and preschool programs influence kindergarten achievement by being "ready environments." Ready environments provide opportunities for cognitive and social growth through culturally and developmentally appropriate activities, interactions, and materials. This study used kindergarten assessments, and parent and teacher questionnaires from the Early Childhood Longitudinal Study-Kindergarten Cohort database. Data from more than 10,000 kindergarten children were analyzed to determine if learning activities in the home and preschool attendance had an impact on young children's cognitive skills in kindergarten. The results showed that learning activities in the home had an influence on children's approaches to learning. Preschool attendance had a significant positive effect on children's reading and math achievement in kindergarten. Recommendations for how to support parents and increase preschool attendance for all children are provided. (Contains 2 tables.)
Descriptors: Teaching Methods, Program Effectiveness, Questionnaires, Learning Activities, Young Children, Kindergarten, Family Influence, Preschool Education, Academic Achievement, School Readiness, Social Development, Cognitive Development, Child Development, Developmental Stages, Attendance, Cognitive Ability, Reading Achievement, Mathematics Achievement, Parents as Teachers
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A