Distinctions without a Difference? Preschool Curricula and Children's Development

Autor/inn/en	Jenkins, Jade Marcus; Whitaker, Anamarie Auger; Nguyen, Tutrang; Yu, Winnie
Titel	Distinctions without a Difference? Preschool Curricula and Children's Development
Quelle	(2019), (37 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Jenkins, Jade Marcus) ORCID (Nguyen, Tutrang) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Children; Preschool Education; Preschool Curriculum; School Readiness; Child Development; Educational Policy; Rating Scales; Early Childhood Education; Educational Quality; Curriculum Implementation; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Kindesentwicklung; Politics of education; Bildungspolitik; Rating-Skala; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität
Abstract	Public preschool programs require the use of a research-based, whole-child curriculum, yet limited research examines whether curricula influence classroom experiences and children's development. We use five samples of preschool children to examine differences in classroom processes and children's school readiness by classroom curricular status (curriculum/no curriculum), and across classrooms using different curricular packages. When a teacher reports using a curriculum, their classroom processes are indistinguishable from classrooms where teachers report using no curriculum. Some differences in classroom activities emerged across classrooms using different curricula; however, substantial variability exists across classrooms using the same curriculum. Head Start program fixed effects models and meta-analytic regressions reveal few associations between curricula and children's skills. Findings question whether preschool curricular policy benefit child development. [This is the online version of an article published in "Journal of Research on Educational Effectiveness."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06