Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties

Autor/inn/en	Lonigan, Christopher J.; Phillips, Beth M.; Clancy, Jeanine L.; Landry, Susan H.; Swank, Paul R.; Assel, Michael; Taylor, Heather B.; Klein, Alice; Starkey, Prentice; Domitrovich, Celene E.; Eisenberg, Nancy; Villiers, Jill; Villiers, Peter; Barnes, Marcia
Titel	Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties
Quelle	In: Child Development, 86 (2015) 6, S.1773-1793 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12460
Schlagwörter	At Risk Students; Multivariate Analysis; Preschool Teachers; Preschool Children; Comparative Analysis; Social Development; Emotional Development; Teaching Methods; Language Skills; Phonological Awareness; Mathematics Skills; Early Childhood Education; Educational Theories; School Readiness; Literacy Education; Mathematics Instruction; Preschool Curriculum + Suchen Sie Ihr Suchwort? Multivariate Analyse; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Soziale Entwicklung; Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational theory; Theory of education; Bildungstheorie; Readiness for school; School ability; Schulreife; Mathematics lessons; Mathematikunterricht
Abstract	This article reports findings from a cluster-randomized study of an integrated literacy- and math-focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business-as-usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap. [Additional assistance in the production of this article was provided by the School Readiness Consortium.] (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11