Literaturnachweis - Detailanzeige
Autor/inn/en | Lynch, Kathleen; Lee, Monica; Loeb, Susanna |
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Institution | Annenberg Institute for School Reform at Brown University |
Titel | An Investigation of Head Start Preschool Children's Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic. EdWorkingPaper No. 22-555 |
Quelle | (2022), (40 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Quantitative Daten; Preschool Education; Preschool Children; Low Income Groups; Federal Programs; Pandemics; COVID-19; School Readiness; Executive Function; Numeracy; Emergent Literacy; Alphabets; In Person Learning; Comparative Analysis; Scores; Computer Assisted Testing; Parent Participation; Attendance; Parent Child Relationship; Parent Attitudes; Achievement Gains; Rating Scales; Tests; Nevada; New Jersey; Pennsylvania; Wisconsin Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Readiness for school; School ability; Schulreife; Rechenkompetenz; Frühleseunterricht; Buchstabenschrift; Elternmitwirkung; Anwesenheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Achievement gain; Leistungssteigerung; Rating-Skala; Examination; Prüfung; Examen |
Abstract | The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year, using a novel virtual assessment methodology. Study children (N = 336; mean age = 51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. However, study children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills, growth not outside the general range of that observed in pre-pandemic research studies. For two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy. (As Provided). |
Anmerkungen | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |