Forty Years of School Readiness Research: What Have We Learned?

Autor/inn/en	Winter, Suzanne M.; Kelley, Michael F.
Titel	Forty Years of School Readiness Research: What Have We Learned?
Quelle	In: Childhood Education, 84 (2008) 5, S.260 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
Schlagwörter	School Readiness; Educational Research; Early Childhood Education; Models; Educational History; Preschool Education; Early Intervention; School Community Relationship; Educational Quality; Educational Environment; Disadvantaged Youth; Teacher Effectiveness; Social Development; Scientific Research; Outcomes of Education; Poverty + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Bildungsforschung; Pädagogische Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Analogiemodell; History of education; Bildungsgeschichte; Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Benachteiligter Jugendlicher; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Soziale Entwicklung; Lernleistung; Schulerfolg; Armut
Abstract	The issue of children's school readiness concerns parents and teachers worldwide. Kindergarten teachers have reported that approximately one-third of U.S. children entering school are ill-prepared to achieve success. Experts also warn that many children are entering school lacking the fundamental skills to achieve academic success. It is well-documented that children of color and those from low-income families are more likely to enter school with fewer of the language, literacy, social, and other skills needed to ensure school success, compared to more advantaged children. While public schools have become more involved in preschool education and elementary schools are serving increasingly younger children, the schools themselves are often ill-prepared to provide learning environments that stimulate children's early learning in developmentally appropriate ways. In the United States, the recent emphasis on accountability for children's progress has perpetuated "push-down" curriculum approaches in elementary schools and the elimination of recess in favor of longer periods of instruction that leave little or no time for young children to learn naturally through play and exploration. After more than 40 years of research examining school readiness, it is timely to reflect on where people are at this point and what they have learned from prior studies. Consequently, the purpose of this article is to delve into the extant research base to examine what research has revealed that may guide and inform current school readiness efforts. The authors will summarize key findings of relevant research, with an emphasis on highly credible, large-scale studies from which one can, with confidence, draw implications for developing school readiness models. (ERIC).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10