Profiles of Preschool Attendance and Children's Kindergarten Readiness

Autor/inn/en	Justice, L. M.; Lin, T. -J.; Purtell, K. M.; Logan, J.
Titel	Profiles of Preschool Attendance and Children's Kindergarten Readiness
Quelle	(2020), (37 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Readiness; Preschool Education; Kindergarten; Disadvantaged Youth; Family Characteristics; Student Characteristics; Public Schools; Child Development; Child Behavior; Child Care; Academic Achievement; Gender Differences; Age Differences; Racial Differences; Parent Background; Mothers; Educational Attainment; English Language Learners; Ohio; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Public school; Öffentliche Schule; Kindesentwicklung; Kinderfürsorge; Kinderbetreuung; Schulleistung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Elternhaus; Mother; Mutter; Bildungsabschluss; Bildungsgut
Abstract	Research Findings: The amount of time and type of program that children experience in early childhood settings may be associated with children's kindergarten-entry skills, or kindergarten readiness. Taking a person-centered perspective, in the present study, we examined the extent to which reliable and unique profiles of early childhood experiences among a heterogeneous group of preschool children could be identified (N = 422). Based on parent reports of children's early education experiences in the year before kindergarten, three distinct profiles were identified. The three groups (Part-Time Head Start, Public Preschool and Other Care Programs, and Full-Time Head Start) significantly differed based on family and child characteristics. Children in the Public Preschool and Other Care Programs profile resided in families with greater maternal educational levels and incomes, and were more likely to be white than children in the other profiles. However, differences in children's kindergarten readiness by profile were not observed. Practice and Policy: Findings suggest that time spent in different care arrangements was not associated with children's kindergarten readiness. It is important for future work to examine other factors, such as quality of care, that may promote children's learning across settings. [This paper will be published in "Early Education and Development."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01