Schooling Effects on Preschoolers' Self-Regulation, Early Literacy, and Language Growth

Autor/inn/en	Skibbe, Lori E.; Connor, Carol McDonald; Morrison, Frederick J.; Jewkes, Abigail M.
Titel	Schooling Effects on Preschoolers' Self-Regulation, Early Literacy, and Language Growth
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 1, S.42-49 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.05.001
Schlagwörter	Age; Young Children; Emergent Literacy; Preschool Education; Vocabulary Development; Self Control; Correlation; Decoding (Reading); Kindergarten; Outcomes of Education; Child Development + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Frühe Kindheit; Frühleseunterricht; Pre-school education; Vorschulerziehung; Wortschatzarbeit; Selbstbeherrschung; Korrelation; Dekodierung; Lernleistung; Schulerfolg; Kindesentwicklung
Abstract	The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n=76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10