Effects of Preschool Intervention Strategies on School Readiness in Kindergarten

Autor/inn/en	Ma, Xin; Nelson, Regena F.; Shen, Jianping; Krenn, Huilan Y.
Titel	Effects of Preschool Intervention Strategies on School Readiness in Kindergarten
Quelle	In: Educational Research for Policy and Practice, 14 (2015) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-014-9163-y
Schlagwörter	Preschool Children; Preschool Education; Intervention; Educational Strategies; School Readiness; Kindergarten; Outcome Measures; Rating Scales; Instructional Materials; Concept Formation; Statistical Significance; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrstrategie; Readiness for school; School ability; Schulreife; Rating-Skala; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Concept learning; Begriffsbildung
Abstract	Using hierarchical linear modeling, the present study aimed to examine whether targeted intervention strategies implemented individually during a preschool program exhibited any short-term and long-term effects on children's school readiness in kindergarten, utilizing data gathered through the Supporting Partnerships to Assure Ready Kids (SPARK) initiative. Outcome measures included scales from the Preschool and Kindergarten Behavior Scales and Bracken Basic Concept Scales. The short-term effects highlighted the intervention strategy of age-appropriate well-designed learning materials that effectively excelled children in overall conceptual development. We found no long-term effects of any intervention strategy on school readiness (SPARK children did not exhibit any statistically significant gains in school readiness measures in kindergarten). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01