A Case Study: The High/Scope Preschool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District

Autor/in	Thomas, Loren D.
Titel	A Case Study: The High/Scope Preschool Curriculum and Kindergarten Readiness in the Pittsgrove Township School District
Quelle	(2010), (96 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-0513-0
Schlagwörter	Hochschulschrift; Dissertation; Preschool Curriculum; Core Curriculum; Preschool Education; School Districts; Kindergarten; Educational Experience; Case Studies; School Readiness; Teacher Surveys; Program Effectiveness; Teacher Attitudes; Standards; Developmentally Appropriate Practices; Preschool Children; Preschool Teachers; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kerncurriculum; Pre-school education; Vorschulerziehung; School district; Schulbezirk; Bildungserfahrung; Case study; Fallstudie; Case Study; Readiness for school; School ability; Schulreife; Lehrerverhalten; Standard; Entwicklungsbezogene Bildung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin
Abstract	The New Jersey Department of Education has been stressing the value of early childhood education for the past 12 years. Research has clearly demonstrated the value of high-quality preschool programs for preparing children for school and even later life. Particularly in light of the Core Curriculum Content Standards and elementary curriculum, which is growing ever more rigorous, it is imperative that children receive the best possible start to their school experience. The Pittsgrove Township School District began its preschool program under the New Jersey Early Launch to Literacy (ELLI) program and operated that program for four years. The district adopted one of the recommended curricula, High/Scope, which is based on the developmentally appropriate approach to early childhood curriculum and instruction. This study surveyed the Pittsgrove kindergarten teachers to determine whether they perceived that the students who had participated in the preschool program were more ready for kindergarten than their classmates who had not participated. The study found that the teachers did not see a significant difference in kindergarten readiness on the part of students who had participated in the ELLI program. However, the teachers did not themselves espouse views of kindergarten readiness that comported with the developmentally appropriate perspective. Rather, the major concern expressed by the teachers was the rigor of the kindergarten curriculum. They defined readiness in terms of students' knowledge of discrete facts and use of quantifiable skills that would be required in kindergarten and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10