Papers on "Preschool Participation" and similar term paper topics
Paper #030291 ::
Preschool Participation
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A research study showing the influence of preschool participation on educational outcomes in kindergarten.
Written in 2002; 3,908 words; 15 sources; APA;
$ 106.95
Paper Summary:
As young children are increasingly enrolled in various forms of non-parental education outside of the home, there has been a growing interest since the 1960s in determining the degree to which preschool programs influence children's learning, development and later educational outcomes. A particular concern raised by those interested in the influences of preschool participation focuses on the degree to which inequalities in early care and education may be responsible for much of the inequality in later educational outcomes within the U.S. On the basis of the ongoing questions that have emerged regarding the benefits of preschool, this research report addresses and clarifies the influence of preschool on educational success in kindergarten. In addition, the research identifies factors that have been found to influence the degree to which preschool participation impacts successful educational outcomes in kindergarten. Factors under consideration are child characteristics, program characteristics and social/environmental characteristics. The study is conducted via the use of the heuristic research method in which six studies were examined for the purposes of determining the association between preschool and educational outcomes in kindergarten.
From the Paper:
"Similar findings were reported by Campbell, Pungello, Miller-Johnson, Burchinal & Ramey (2001) in their study of the Abecedarian Project. The study was initiated more than twenty years ago and has followed over one hundred low-income children from infancy to young adulthood. As reported by the researchers, of the 111 infants originally involved in the study, 57 were assigned to an early intervention child care program and 54 received care in some other setting. Each child in the early intervention program had an individualized program of educational activities which was designed to enhance social, emotional, and cognitive development. Children in the program received at least five years of this specialized care until they left the program for kindergarten. On the basis of ongoing measurement, the researchers reported that children who participated in the intervention program had higher cognitive test scores from the toddler years through the age of 21, as well as higher academic achievement in reading and math from the primary grades through young adulthood".
Tags:
NCES Cognitive NEGP Child Parent Centers
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