Impact of Preschool Model on Educational Transitions from Early Childhood to Middle Childhood and into Early Adolescence.

Autor/in	Marcon, Rebecca A.
Titel	Impact of Preschool Model on Educational Transitions from Early Childhood to Middle Childhood and into Early Adolescence.
Quelle	(2000), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blacks; Early Experience; Elementary Education; Elementary School Students; Followup Studies; Grade Repetition; Low Income; Outcomes of Education; Preschool Education; Special Education; Student Adjustment; Student Placement + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Frühbeginn; Elementarunterricht; Follow-up studies; Kontaktstudium; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Niedriglohn; Lernleistung; Schulerfolg; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerpraktikum
Abstract	A follow-up study of 152 children enrolled in 66 urban schools was conducted at the end of the children's eighth year in school to determine any continuing influence of preschool experiences on later educational transitions. All children had attended both pre-kindergarten/Head Start and kindergarten prior to first grade entry. The sample was 97 percent African American; 60 percent were female. Eighty-five percent of the children qualified for subsidized lunch based on low family income, and 71 percent lived in single parent families. No differences attributable to the preschool model were found in rates of special education placements in third or sixth grades or in retention prior to third grade, or following third, fourth, or sixth grades. Overly academic early learning experiences were associated with reduced success in transitioning from the early childhood grades to the middle childhood grades. Children whose first school experience was a didactic, academically-focused preschool showed the greatest decline on standardized measures of school achievement between third and sixth grades. The long-term positive benefits of more active, child-initiated early learning experiences were clearly demonstrated in the middle childhood grades. However, all children regardless of type of early learning experience appeared to have some transitional difficulty as they entered the early adolescent grades. (Contains 11 references.) (Author/HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC