Literaturnachweis - Detailanzeige
| Autor/inn/en | Chien, Nina C.; Howes, Carollee; Burchinal, Margaret; Pianta, Robert C.; Ritchie, Sharon; Bryant, Donna M.; Clifford, Richard M.; Early, Diane M.; Barbarin, Oscar A. |
|---|---|
| Titel | Children's Classroom Engagement and School Readiness Gains in Prekindergarten |
| Quelle | In: Child Development, 81 (2010) 5, S.1534-1549 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/j.1467-8624.2010.01490.x |
| Schlagwörter | Group Instruction; Play; School Readiness; Preschool Education; Economically Disadvantaged; Profiles; Individual Instruction; Public Schools; Scaffolding (Teaching Technique); Comparative Analysis; Child Development; Mathematics Education; Literacy Education; Outcomes of Education |
| Abstract | Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement: "free play", "individual instruction", "group instruction", and "scaffolded learning". "Free play" children exhibited smaller gains across the prekindergarten year on indicators of language/literacy and mathematics compared to other children. "Individual instruction" children made greater gains than other children on the Woodcock Johnson Applied Problems. Poor children in the "individual instruction" profile fared better than nonpoor children in that profile; in all other snapshot profiles, poor children fared worse than nonpoor children. (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 | 2017/4/10 |
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