¿Cuáles habilidades se consideran necesarias para un niño que entra en el kindergarten? ¿Por qué son distintas en diferentes lugares?
La mayoría de los distritos escolares tiene requisitos de edad cronológica y de residencia para la elegibilidad de admisión al kindergarten. Sin embargo, la mayoría de los estudios demuestra que la edad cronológica no es el único factor en el ajuste de un niño al kindergarten. La preparación para el kindergarten depende del nivel de desarrollo social, perceptivo, motriz y lingüístico que el maestro espera.
La siguiente tabla muestra la importancia de varios aspectos de la preparación para el kindergarten, según la tasación de un grupo de maestros de kindergarten.
Tabla 49-Porcentaje de maestros y padres de familia de niños de kindergarten en escuelas públicas y privadas que indicaron la importancia de varios aspectos de la preparación para el kindergarten: Otoño (boreal) de 1998
|
Percepciones
de maestros y padres de familia de habilidades de los niños
|
Percepción
de importancia para
niños de escuelas públicas |
Percepción
de importancia para
niños de escuelas privadas |
||||||||
|
No
importa
|
No
muy importante
|
Tiene
alguna importancia
|
Muy
importante
|
Esencial
|
No
importa
|
No
muy importante
|
Tiene
alguna importancia
|
Muy
importante
|
Esencial
|
|
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
|
Maestros
de kindergarten [1]
|
||||||||||
| Sabe contar
hasta 20 o más |
12
(0.7)
|
38
(1.3)
|
36
(1.2)
|
11
(0.7)
|
2
(0.3)
|
10
(2.0)
|
37
(3.1)
|
34
(3.0)
|
12
(2.0)
|
6
(2.3)
|
| Conoce la mayoría de las letras del alfabeto |
9
(0.7)
|
30
(1.2)
|
43
(1.2)
|
14
(0.9)
|
4
(0.5)
|
6
(1.4)
|
26
(2.8)
|
41
(2.7)
|
19
(2.6)
|
8
(2.3)
|
| Comparte
las cosas y se turna |
(\2\)
(0.1)
|
1
(0.2)
|
25
(1.1)
|
58
(1.4)
|
16
(1.0)
|
(\2\)
(0.3)
|
1
(0.4)
|
25
(2.5)
|
58
(3.2)
|
16
(2.4)
|
| Se sienta quieto en el asiento y pone atención |
1
(0.2)
|
4
(0.4)
|
36
(1.4)
|
47
(1.3)
|
13
(0.8)
|
1
(0.5)
|
3
(1.1)
|
35
(3.8)
|
52
(3.1)
|
10
(2.7)
|
| Puede usar lápices o pinceles |
4
(0.5)
|
14
(0.9)
|
47
(1.3)
|
29
(1.5)
|
6
(0.5)
|
5
(1.4)
|
12
(2.2)
|
42
(3.1)
|
32
(3.3)
|
9
(2.5)
|
|
Padres de niños de kindergarten [3] |
||||||||||
| Sabe contar
hasta 20 o más |
1
(0.1)
|
6
(0.3)
|
30
(0.6)
|
46
(0.7)
|
17
(0.4)
|
2
(0.2)
|
9
(0.6)
|
33
(1.0)
|
35
(1.1)
|
21
(1.0)
|
| Conoce la mayoría de las letras del alfabeto |
1
(0.1)
|
4
(0.3)
|
25
(0.6)
|
51
(0.8)
|
19
(0.4)
|
1
(0.2)
|
7
(0.6)
|
29
(1.1)
|
41
(1.0)
|
22
(1.0)
|
| Comparte
las cosas y se turna |
(\2\)
(0.0)
|
(\2\)
(0.0)
|
5
(0.2)
|
63
(0.6)
|
32
(0.6)
|
(\2\)
(0.0)
|
(\2\)
(0.1)
|
7
(0.5)
|
55
(1.0)
|
38
(0.9)
|
| Se sienta quieto en el asiento y pone atención |
(\2\)
(0.0)
|
1
(0.1)
|
14
(0.5)
|
60
(0.6)
|
25
(0.5)
|
(\2\)
(0.1)
|
2
(0.3)
|
22
(1.1)
|
51
(0.9)
|
25
(0.8)
|
| Puede usar lápices o pinceles |
(\2\)
(0.1)
|
2
(0.2)
|
23
(0.5)
|
53
(0.7)
|
21
(0.4)
|
(\2\)
(0.1)
|
3
(0.4)
|
27
(1.0)
|
43
(1.1)
|
26
(0.9)
|
[1] Estimaciones
pertinentes a los maestros se basan en las respuestas de una muestra
nacional representativa de maestros de kindergarten.
[2] Menos del 0,5 por ciento.
[3] Estimaciones pertinentes a los padres de familia se basan en
las respuestas de una muestra nacional representativa de padres
de niños de kindergarten.
NOTE: Los errores normales se presentan en paréntesis. Los detalles tal vez no se sumen a 100 debido al redondear.
FUENTE: Departamento de Educación de Estados Unidos, National Center for Education Statistics (Centro Nacional para Estadísticas Educativas), Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (Estudio Longitudinal de la Niñez Temprana, Clase de Kindergarten de 1998 a 1999), Archivo anual de uso público. (Esta tabla se preparó en Febrero de 2003.)
Las habilidades que se requieran también dependen de la índole del currículo, especialmente el énfasis en la instrucción académica y las expectativas sobre lo qué ha de lograrse para el fin del programa. Los distintos acercamientos hacia la lectura y la escritura, por ejemplo, tal vez exijan cosas distintas de un niño pequeño. Un niño puede estar listo para cierto tipo de programa instructivo pero no para otro.
Una cuestión adicional es la de las expectativas de maestros y de sistemas escolares sobre lo que el niño logrará para el fin del kindergarten. Como las expectativas son más académicas y las evaluaciones más formales (por ejemplo, exámenes estandarizados que comparan a los niños con una muestra nacional de niños de kindergarten), la presión sobre el niño aumenta. Los padres a veces retienen a su hijo por un año desde la fecha en que sería elegible para el kindergarten, creyendo que así éste tendrá una ventaja al comenzar la escuela a una edad mayor. Esta práctica, conocida como "la entrada demorada" (o "redshirting" en inglés), tal vez aumente también las expectativas del maestro para todos los estudiantes(Saluja et al., 2000).
¿Cuáles habilidades sociales le facilitarán a un niño la entrada en el kindergarten?
Las expectativas de maestros de kindergarten para los niños que empiezan el kindergarten son variadas. Estas tal vez incluyan la capacidad social y emocional de funcionar dentro de un ambiente de aprendizaje cooperativo, en el que un niño trabaja independientemente o como miembro de grupos pequeños y grandes. Se puede esperar que los niños presten atención a una tarea y que la cumplan; que escuchen un cuento en grupo; que cumplan dos o tres instrucciones orales; que se turnen y compartan las cosas; que cuiden sus necesidades personales, como ir al excusado y ponerse el abrigo; y que cuiden sus pertenencias. Tal vez se espera también que sigan las reglas, respeten la propiedad ajena y trabajen dentro de los límites de tiempo y espacio del programa escolar (Peth-Pierce, 2000).
¿Cuáles son las habilidades cognitivas y motrices que los maestros suelen esperar que posea un niño?
Los maestros esperan que los niños desarrollen ciertas habilidades físicas antes de entrar en el kindergarten. Se espera que los niños hayan dominado muchas habilidades de motricidad gruesa, como caminar, correr y trepar, además de habilidades de motricidad fina que exigen la coordinación del ojo y la mano, como el uso de un lápiz, creyones o tijeras. Algunos quizás esperan que el niño pueda escribir su propio nombre en letra de imprenta.
Los maestros podrían dar por sentado que los niños pueden ver y oír la diferencia o similitud entre objetos o sonidos. Muchos niños aprenderán los nombres y sonidos de las letras como también los nombres y cantidades de los numerales antes o durante el kindergarten.
Se espera que los niños hayan desarrollado los conceptos de "igual" y "diferente," de modo que puedan clasificar objetos en grupos que comparten una característica parecida, como "todos son rojos" o "todos son algo que puedes usar". Normalmente, el maestro de kindergarten espera que un niño reconozca la forma escrita de su propio nombre y que dé los nombres de colores, formas geométricas y tamaños. Se puede esperar que los niños sepan su propia dirección y número telefónico.
La mayoría de los niños de 5 años puede comunicar sus pensamientos con fluidez usando una variedad de palabras y puede entender una variedad aun más grande de palabras usadas en conversaciones y cuentos. Tal vez se espere que los niños recuenten un cuento sencillo en sus propias palabras y que entiendan que las palabras se leen de izquierda a derecha (Florida Center for Parent Involvement [Centro de la Participación Paterna de Florida], 1999).
Fuentes de Información
Florida Center
for Parent Involvement. (1999). 80 skills that help to ease kids'
transition into kindergarten [En línea]. Disponible:
http://www.fmhi.usf.edu/institute/pubs/pdf/cfs/fcpi/transition/kinskil2.pdf
National Center for Education Statistics. (2001). Digest of Educational Statistics 2000 [En línea]. Disponible: http://nces.ed.gov/programs/quarterly/vol_3/3_1/q6_1.asp
Peth-Pierce, Robin. (2000). A good beginning: Sending America's children to school with the social and emotional competence they need to succeed [En línea]. http://www.casel.org/downloads/goodbeginning.pdf
Saluja, Gitanjali; Scott-Little, Catherine y Clifford, Richard M. (2000). Readiness for school: A survey of state policies and definitions. Early Childhood Research & Practice [En línea], 2(2). Disponible: http://ecrp.uiuc.edu/v2n2/saluja.html
Recursos en el Web (en inglés a menos que se indique lo contrario)
School Readiness: a Position Statement of the National Association for the Education of Young Children (NAEYC)
(La preparación escolar: Declaración de posición de la Asociación Nacional para la Educación de Niños Pequeños)
http://www.naeyc.org/about/positions/pdf/PSready98.pdf
La preparación para el kindergarten
Esta Página de consejos para padres es ofrecida por el Proyecto de Aprendizaje Temprano de Illinois (Illinois Early Learning Project).
http://www.illinoisearlylearning.org/tipsheets-sp/readykindergarten-sp.htm
en inglés:
Getting Ready for Kindergarten
http://www.illinoisearlylearning.org/tipsheets/readykindergarten.htm
¿Su hijo está por empezar el kindergarten? ¡Ayude a que sea una buena experiencia!
Esta Página de consejos para padres es ofrecida por el Proyecto de Aprendizaje Temprano de Illinois ( Illinois Early Learning Project).
http://www.illinoisearlylearning.org/tipsheets-sp/startingkinder-sp.htm
en inglés:
Starting Kindergarten? Help Make It a Good Experience!
http://www.illinoisearlylearning.org/tipsheets/startingkinder.htm
Development of a Comprehensive Community Assessment of School Readiness
(El desarrollo de una evaluación comunitaria comprensiva de la preparación escolar)
por David A. Murphey y Catherine E. Burns
http://ecrp.uiuc.edu/v4n2/murphey.html
Entering
Kindergarten: A Portrait of American Children When They Begin School.
(La entrada al kindergarten: Un retrato de los niños estadounidenses
al entrar a la escuela)
http://nces.ed.gov/programs/coe/2000/essay/index.asp
Entering
Kindergarten: Findings from The Condition of Education 2000
(Entrada al kindergarten: Hallazgos de The Condition of Education
2000 [La condición de la educación en 2000])
Este ensayo, The Condition of Education 2000, resume la información
del Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
(Estudio longitudinal de la niñez temprana, clase de kindergarten
de 1998 a 1999) sobre las habilidades y el conocimiento que los
niños poseen al entrar en la escuela, además de sus
habilidades sociales e interés en aprender. Se comparan estas
áreas entre los niños que entraron en el kindergarten
con diferentes edades y los que corrieron riesgo de no tener éxito
en la escuela. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001035
Readiness:
Children and Schools
(La preparación: Los niños y las escuelas)
http://ceep.crc.uiuc.edu/eecearchive/digests/1991/katz91.html
Self-Regulation
and School Readiness
(La auto-regulación y la preparación para la escuela)
http://ceep.crc.uiuc.edu/eecearchive/digests/2003/blair03.html
El desarrollo
emocional de los niños pequeños y su estado de preparación
para la escuela
(Young Children's Emotional Development and School Readiness)
en español: http://ceep.crc.uiuc.edu/eecearchive/digests/2003/raver03s.html
en ingles: http://ceep.crc.uiuc.edu/eecearchive/digests/2003/raver03.html
Table 49-Percent
of public school kindergarten teachers indicating the importance
of various factors for kindergarten readiness: Fall 1998
(Tabla 49-Porcentaje de maestros de kindergarten en escuelas públicas
que indicaron la importancia de varios aspectos de la preparación
para el kindergarten: Otoño 1998)
http://nces.ed.gov/programs/digest/d01/dt049.asp
Readiness for
Kindergarten: Parent and Teacher Beliefs
(La preparación para el kindergarten: Creencias de padres
y maestros)
Dos encuestas patrocinadas por el Centro Nacional de Estadísticas
Educativas (National Center for Education Statistics) del Departamento
de Educación de EE.UU. y conducidas en la primavera de 1993,
recogieron información sobre las creencias de padres y maestros
sobre las características importantes para la preparación
de un niño al entrar al kindergarten. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=93257
School Readiness
and Children's Developmental Status
(La preparación para la escuela y el estatus del desarrollo
de los niños)
http://ceep.crc.uiuc.edu/eecearchive/digests/1995/zill95.html
What Should
Be Learned in Kindergarten?
(¿Qué debería aprenderse en el kindergarten?)
http://www.kidsource.com/kidsource/content/learned.kindergarten.html
ReadyWeb
Este sitio Web se enfoca en el tema de la preparación escolar,
tanto la preparación de los niños para entrar en la
escuela como la preparación de las escuelas para recibir
a los niños. La información presentada abarca el texto
completo de Digests de ERIC y de publicaciones del Departamento
de Educación de EE.UU. sobre la preparación para la
escuela y bibliografías sobre el mismo tema.
http://readyweb.crc.uiuc.edu/
Cómo ayudar a su hijo durante la edad preescolar
Con actividades para los niños desde el nacimiento hasta los 5 años.
http://www.ed.gov/espanol/parents/academic/preescolar/index.html
Cómo
ayudar a su niño a prepararse para la escuela
(Helping Your Child Get Ready for School)
Una publicación de la serie "Ayudando a su niño"
(Helping Your Child) del Departamento de Educación de EE.UU.
En español: http://www.gettingschoolready.org/gsrguide/gsr-spanish.pdf
o llame al 1-877-433-7827 o 1-800-872-5327
En inglés: http://readyweb.crc.uiuc.edu/library/1992/getready/getready.html
Eager to Learn:
Educating Our Preschoolers
(Ansias de aprender: La educación de nuestros niños
preescolares)
Libro en línea de la casa editorial National Academy Press.
http://www.nap.edu/openbook.php?isbn=0309068363
What about
Kindergarten?
(¿Y el kindergarten?)
http://readyweb.crc.uiuc.edu/library/1992/getready/kinderga.html
Ready or not...Preparing
young children for the classroom
(La preparación de los niños pequeños para
el salón de clase)
http://readyweb.crc.uiuc.edu/library/1997/readynot.html
Transition
to Kindergarten
(La transición al kindergarten)
http://www.fmhi.usf.edu/institute/pubs/pdf/cfs/fcpi/transition.htm
What to Expect
of a Kindergartener
(Lo que puede esperarse de un niño de kindergarten)
http://www.fmhi.usf.edu/institute/pubs/pdf/cfs/fcpi/transition/10expect.pdf
Kindergarten:
State Statutes
(El kindergarten: Estatutos estatales)
Características estatales del Servicio Informático
de la Comisión de los Estados de la Educación (ECS).
Incluye datos de la edad de entrada.
Education Commission of the States
707 17th St., Suite 2700
Denver, Colorado 80202-3427
Teléfono: 303-299-3600
Fax: 303-296-8332
E-mail: ecs@ecs.org
http://www.ecs.org/clearinghouse/50/00/5000.htm
Getting Ready:
the School Readiness Indicators Initiative
(Prepárate: La Iniciativa de los Indicios sobre la Preparación
para la Escuela)
Indicios estatales relacionados con la preparación para la
escuela. Abarca reportajes, artículos y recursos en el Web.
http://www.gettingready.org/matriarch
Peth-Pierce,
Robin. (2000). A Good Beginning: Sending America's Children to School
with the Social and Emotional Competence They Need to Succeed.
(Un buen comienzo: Enviar a los niños de Estados Unidos a
la escuela con la competencia social y emocional que necesitan para
tener éxito).
Esta monografía se basa en dos artículos comisionados
por la Child Mental Health Foundations and Agencies Network (Red
de Fundaciones y Agencias de la Salud Mental Infantil, o FAN) que
resumen los factores de riesgo para problemas tempranos en la escuela
y varios programas federales que tratan sobre la preparación
social y emocional de los niños para la escuela.
http://www.casel.org/downloads/goodbeginning.pdf
Readiness for
School: A Survey of State Policies and Definitions
(La preparación para la escuela: Una inspección de
políticas y definiciones estatales)
http://ecrp.uiuc.edu/v2n2/saluja.html
Critical Issue:
Promoting Children's Readiness to Learn
(Cuestión crucial: El fomento de la preparación de
los niños para aprender)
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea700.htm
Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99
(El uso en las escuelas de evaluaciones para la asignaci ó n a clases de kindergarten: A ño escolar 19981999)
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003004
80 Skills That
Help to Ease Kids' Transition into Kindergarten
(80 habilidades que ayudan a los niños para la transición
al kindergarten)
http://www.fmhi.usf.edu/institute/pubs/pdf/cfs/fcpi/transition/kinskil2.pdf
Skills Useful
in Kindergarten
(Habilidades útiles para el kindergarten)
http://www.fmhi.usf.edu/institute/pubs/pdf/cfs/fcpi/transition/skills.pdf
School Readiness:
School Readiness, Reading and Health Affairs
(La preparación escolar: Asuntos de preparación escolar,
lectura y salud)
http://www.sreb.org/programs/srr/schoolreadiness/schoolindex.asp
Public School Kindergarten Teachers' Views on Children's Readiness for School
(Las perspectivas de mmaestros de kindergarten en las escuelas pública sobre
la preparación de los niños para la escuela)
Este informe indica las tasaciones informadas por los maestros sobre las cualidades
m á s importantes de los ni ñ os para una experiencia exitosa de entrar en la escuela.
http://nces.ed.gov/surveys/frss/publications/93410/
Getting Ready for School
(La preparaci ó n para la escuela)
Artí¬culo electrónico para los padres y madres que incluye sugerencias para ayudar a
su hijo a estar preparado para el kindergarten.
http://library.adoption.com/Child-Development/Getting-Ready-for-School/article/3275/1.html
Study of Early Childhood Education - Who's Ready For School?
(Estudio de la educaci ó n de ni ñ os peque ñ os. ¿Quién est á listo para entrar en la escuela?)
El hogar y la clase. Perspectivas de padres de familia y de maestros (Agosto de 2007)
https://www.pnc.com/webapp/unsec/Requester?resource=/wcm/
resources/file/eb2e1343e2cbe74/PNCStudy_ParentTeacherFindings.pdf
Otros Recursos
Bradway, Lauren, y Hill, Barbara Albers. (1993). How to maximize your child's learning ability: a complete guide to choosing and using the best games, toys, activities, learning aids and tactics for your child. Garden City Park: Avery.
Pinanta, Robert C., y Cox, Martha J. (1999). The transition to kindergarten. Baltimore: Paul H. Brooks.
Simic, Marjorie R.; McClain, Melinda y Shermis, Michael. (1992). The confident learner: Help your child succeed in school. Bloomington: Grayson Bernard Publishers. (Documento de ERIC No. ED340062)
Walmsley, Sean A., y Walmsley, Bonnie Brown. (1996). Kindergarten: Ready or not? A Parent's Guide. Portsmouth, N.J.: Heineman. (Documento de ERIC No. ED400081)
Recursos de ERIC
Cómo obtener documentos de ERIC y artículos de revistas:
Las referencias identificadas por ED (documento de ERIC), EJ (periódico de ERIC) o por un número PS se citan en la base de datos ERIC. El texto completo de algunos documentos de ERIC (citaciones identificadas por un número ED) se ofrece sin costo en el sitio Web de ERIC: http://www.eric.ed.gov. Los artículos de periódicos están disponibles del periódico original, por medio de servicios de préstamos entre bibliotecas, o de servicios de reproducción de artículos.
Búsqueda de ERIC utilizando los 'descriptores' "kindergarten" o "kindergarten children" (niños del kindergarten) en combinación con los 'descriptores' "school readiness", "expectation", "teacher expectations of students" o "teacher attitudes." (preparación para la escuela, expectativas, expectativas de estudiantes por parte de maestros y actitudes de maestros) Búsqueda adicional utilizando los 'descriptores' "kindergarten" o "kindergarten children" (niños del kindergarten) en combinación con los 'descriptores' "school readiness" y "parents." (preparación para la escuela y padres)
Si le gustaría
llevar a cabo sus propias búsquedas gratuitas de la base
de datos ERIC por medio del Internet, sírvase ir a http://www.eric.ed.gov/ERICWebPortal/Home.portal?_
nfpb=true&_pageLabel=ERIC_Search.
Kindergarten entry skills
ERIC database search through 6/2007
EJ747496
Title: Children's School Readiness in the ECLS-K: Predictions to Academic, Health, and Social Outcomes in First Grade
Author(s) Hair, Elizabeth; Halle, Tamara; Terry-Humen, Elizabeth; Lavelle, Bridget; Calkins, Julia
Source: Early Childhood Research Quarterly, v21 n4 p431-454 2006 Pages: 24
Publication Date: 2006
ISSN: 0885-2006
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-
4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Language: English
Journal Announcement: JAN2007
Two studies examine patterns of school readiness in children at school entry and how these patterns predict
first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early
Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two "risk" profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths.
Descriptors: School Readiness; Kindergarten; Young Children; Prediction; Academic Achievement; Health; Social Development; Grade 1; Longitudinal Studies; Multivariate Analysis; Identification; At Risk Persons
EJ748947
Title: The Role of Emotion Regulation in Children's Early Academic Success
Author(s) Graziano, Paulo A.; Reavis, Rachael D.; Keane, Susan P.; Calkins, Susan D.
Source: Journal of School Psychology, v45 n1 p3-19 Feb 2007 Pages: 17
Publication Date: February 2007
Journal Announcement: JAN2007
This study investigated the role of emotion regulation in children's early academic success using a sample
of 325 kindergarteners. A mediational analysis addressed the potential mechanisms through which emotion
regulation relates to children's early academic success. Results indicated that emotion regulation was
positively associated with teacher reports of children's academic success and productivity in the classroom
and standardized early literacy and math achievement scores. Contrary to predictions, child behavior
problems and the quality of the student teacher relationship did not mediate these relations. However,
emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship as well as cognitive processing and independent learning behavior, all of which are important for academic motivation and success.
Descriptors: Kindergarten; Young Children; Academic Achievement; Emergent Literacy; Mathematics Achievement; Behavior Problems; Teacher Student Relationship; Child Development; Cognitive Processes; Emotional Development; Intelligence; Self Management
EJ769679
Title: Transition to Kindergarten: Family Experiences and Involvement
Author(s): McIntyre, Laura Lee; Eckert, Tanya L.; Fiese, Barbara H.; DiGennaro, Florence D.; Wildenger, Leah K.
Source: Early Childhood Education Journal, v35 n1 p83-88 Aug 2007
Pub Date: 2007-08-00
The transition to kindergarten is an important developmental milestone for young children, their families, and teachers. Preparing students for successful kindergarten transition has been identified as a national priority, yet the degree to which parents are involved in kindergarten preparation is rarely considered. This study investigated the family experiences and involvement in kindergarten transition in 132 families whose children had completed early education programs and were beginning kindergarten.
Descriptors: Early Childhood Education; Behavior Problems; Young Children; Parent Participation; Parent School Relationship; Kindergarten; Transitional Programs; Family Involvement; School Readiness; Academic Achievement; Expectation; Student Behavior; Socioeconomic Influences; Family Income
EJ691331
Title: Identifying Skills for Promoting Successful Inclusion in Kindergarten
Author(s) Kemp, Coral; Carter, Mark
Source: Journal of Intellectual and Developmental Disability, v30 n1 p31-44 Mar 2005 Pages: 14
Publication Date: March 2005
ISSN: 1366-8250
Availability: Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: AUG2005
Assisting children with delays and disabilities to develop skills that will maximize their chances of success in regular education classrooms has become important with the trend to inclusion. This study examined (1) the essential skills for successful integration nominated by teachers, (2) the relationships between teacher perception and child performance on selected skills, and (3) the relationship between teacher perception of integration success and selected skills. On-task behavior and direction-following skills of 33 children with intellectual disabilities were measured following one term in regular kindergarten. Teacher perceptions of children's skills were measured after one term and again at the end of the year. Skills nominated by teachers as being critical to school success were generally related to classroom, social and self-help skills. Children rated by their teachers at the end of the year as being more successfully integrated had better on-task behavior and responded better to group directions than those rated as less successful, but the relationship between the direct and indirect measures of classroom skills was generally weak. Critical skills identified were similar to those identified in previous research, suggesting that these findings may be considered robust. The weak relationship between the direct and indirect measures of classroom skills raises questions about interpretation of research that relies entirely on perceptions of teachers. The findings of the research have implications for provision of preschool and early school services.
Descriptors: Kindergarten; Teacher Attitudes; Inclusive Schools; Mainstreaming; Disabilities; Student Behavior; Foreign Countries; Basic Skills; Preschool Teachers; Daily Living Skills; Interpersonal Competence; School Readiness
ED485212
Title: Planning for Terrific Transitions: A Guide for Transition-to-School Teams. Participant's Guide. Revised
Author(s) Hale, Denise; Brown, Glyn; Amwake, Lynn
Author Affiliation: SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.
Source: US Department of Education Pages: 100
Publication Date: 2005
Sponsoring Agency: Institute of Education Sciences (ED), Washington, DC.
Availability: SERVE, P.O. Box 5367, Greensboro, NC 27435. Tel: 800-755-3277 (Toll Free); Fax: 336-315-7457; Web site: http://www.serve.org. http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED485212
Language: English
Document Type: Guides--Non-classroom (055)
Journal Announcement: JUL2005
A survey of 3,600 teachers by the National Center for Early Development and Learning (Pianta et al., 1999; NCEDL, 1999) found that teachers were concerned about children's transitions to school. Teachers reported that almost half (48 percent) of children entering kindergarten had moderate or serious problems adjusting to the new experience. These findings suggest that many children would benefit from additional support and resources during this period of transition. In order to address this critical need, SERVE has developed a set of training materials called "Planning for Terrific Transitions: A Guide for Transition-to-School Teams" to help all stakeholders effectively plan, implement, and evaluate their transition process. Topics include forming a comprehensive transitions team, conducting a needs assessment, conducting focus groups, and evaluating goals and strategies. The training focuses on a five-step transition improvement process that teams will use to begin improving their own transition systems. After the training, teams will continue their transitions improvement work and complete each step in the process. Materials for use "back on the job" are included in the participant's manual.
Descriptors: Kindergarten; Transitional Programs; Young Children; School Readiness; Early Childhood Education; Cooperative Planning; Program Development; Program Evaluation; Needs Assessment; Focus Groups
ED484685
Title: Indicators of Early School Success and Child Well-Being. Childs Trends Data Bank. CrossCurrents. Issue 3. Publication # 2004-24
Author(s) Vandivere,Sharon; Pitzer,Lindsay; Halle,Tamara G.; Hair,Elizabeth C.
Author Affiliation: Child Trends, Inc., Washington, DC.
Source: Child Trends Pages: 14
Publication Date: October 2004
Availability: Child Trends, 4301 Connecticut Avenue NW, Suite 100, Washington, DC 2008. Tel: 202-572-5533; Web site: http://www.childtrends.org.
Language: English
Document Type: Numerical/Quantitative Data (110); Reports--Research (143)
Journal Announcement: JUL2005
Cognitive skills, engagement in school, social skills, and physical well being are all important for children's early success in school. However, some groups of children begin kindergarten less ready for school than others and, by the end of first grade, still haven't "caught up" with their more successful peers. This CrossCurrents brief reports on indicators of cognitive knowledge and skills, social skills, engagement in school, and physical well being among children entering kindergarten and describes how these indicators change as children progress from kindergarten to first grade. In particular, variations in these indicators among socioeconomic and demographic subgroups of children is examined. Newly available, nationally representative data, found that, on the average, all groups of children make progress on five out of seven indicators of well being and development over the first two years of formal schooling, regardless of their socioeconomic or demographic characteristics. However, it was also discovered that children at lower socioeconomic levels, those from racial or ethnic minority backgrounds, those whose parents do not speak English at home, and those who are disabled tend to be less prepared for school upon kindergarten entry. Furthermore, these more vulnerable children fail to catch up to their peers by the end of first grade. These findings illustrate some of the challenges that new education policies are attempting to address. The information presented here highlights the varied skills that contribute to school readiness and can help policymakers, teachers, and parents identify subgroups of children in need of further support to achieve the academic goals set for all children in our nation. (Contains 37 endnotes.)
Descriptors: Student Diversity; Academic Achievement; Grade 1; Disadvantaged Youth; Well Being; Physical Development; Thinking Skills; Interpersonal Competence; School Readiness; Kindergarten; Physical Development
EJ702982
Title: Is My Child Really Too Young for Kindergarten?
Author(s) Ede, Anita
Source: Childhood Education, v80 n4 p207 Sum 2004 Pages: 2
Publication Date: June 22, 2004
ISSN: 0009-4056
Availability: Association for Childhood Education International (ACEI) Subscriptions, 17904 Georgia Ave., Suite 215, Olney, MD 20832. Web site: http://
www.acei.org.
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: DEC2005
Target Audience: Parents
Delaying school entry for a year is most often viewed as an opportunity for children to mature and develop critical academic, social and emotional skills prior to entering kindergarten. Many teachers view delayed school entry as a kindness to younger, less mature students who need more preparation for the rigors of formal academics in 1st grade. Gender also becomes an issue when one is trying to decide whether or not to delay school entry; boys are often viewed as less mature and not as "academically ready" than girls. This article evaluates this issue in relation to both positive and negative aspects of delaying entry into kindergarten.
Descriptors: Kindergarten; School Readiness; Maturity (Individuals); Young Children; Gender Differences; Child Development; Interpersonal Competence; Age Differences; Literacy
ED484507
Title: Readiness: School, Family, & Community Connections. Annual Synthesis, 2004
Author(s) Boethel, Martha
Author Affiliation: Southwest Educational Development Lab., Austin, TX.
Source: Southwest Educational Development Laboratory Pages: 125
Publication Date: 2004
Sponsoring Agency: Institute of Education Sciences (ED), Washington, DC.
Availability: National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory. 211 E. 7th Street, Suite 200, Austin, TX 78701-3253. Tel: 800-476-6861 (Toll Free); Fax: 512-476-2286; Web site: http://www.sedl.org/connections/. http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED484507
Language: English
Document Type: Guides--General (050); Reports--Research (143)
Journal Announcement: JUL2005
Target Audience: Community; Parents; Teachers; Practitioners; Policymakers
This is one the fourth in a series of reports that examine key issues related to family and community connections with schools. These research syntheses are intended to help local school, community, and family leaders obtain useful information derived from rigorous research. In addition to presenting findings from recent research, the synthesis includes other information to help readers make the most of the research findings. Chapter 1 briefly outlines the purpose, context, and organization of the synthesis. Chapter 2 describes the procedures and criteria used to select the specific studies for review in this report. Chapter 3 provides background information to help readers put specific research findings into the broader context of ideas and practices related to readiness and the transition to kindergarten. Chapter 4 provides the meat of the matter an overview of the major findings from the studies reviewed for this synthesis. Chapter 5 offers recommendations to help practitioners put the research findings to practical use, as well as recommendations for additional research to address this critical topic. Chapter 6 presents a more detailed description of each of the individual research studies from which we drew our findings. To help lay readers understand both the power and the limitations of the findings, a "primer" on what to look out for when analyzing research results is included. Readers with limited research knowledge are strongly encouraged to read through this primer (appendix A) before moving to the other chapters. To help put the findings into context, an overview of major concepts, definitions, and issues related to readiness is also provided, and to help practitioners put the findings to use, some specific recommendations for local policy and practice, as well as further research on this topic are offered.
Descriptors: Educational Research; Research Design; School Readiness; Kindergarten; Parent School Relationship; Educational Policy
EJ675231 PS534547
Title: Kindergarten Teachers' Views of Children's Readiness for School.
Author(s) Lin, Huey-Ling; Lawrence, Frank R.; Gorrell, Jeffrey
Source: Early Childhood Research Quarterly, v18 n2 p225-37 2003
Publication Date: 2003
ISSN: 0885-2006
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJFEB2004
Drew on data from the Early Childhood Longitudinal Study-- Kindergarten cohort 1998-1999 to examine kindergarten teachers' perceptions of children's school readiness. Found a strong emphasis on social aspects of learning. Female teachers valued social aspects of learning more than did males. Younger teachers valued academic skills more than older teachers. Teachers from the South held higher expectations regarding academic preparedness than did those from the rest of the nation. (Author/KB) Descriptors: Age Differences; Comparative Analysis; Context Effect; Geographic Regions; Kindergarten; *Kindergarten Children; Models; *Preschool Teachers; *School Readiness; *Teacher Attitudes
Identifiers: Early Childhood Longitudinal Survey
EJ673578 PS534436
Title: Emergent Curriculum and Kindergarten Readiness.
Author(s) Cassidy, Deborah J.; Mims, Sharon; Rucker, Lia; Boone, Sheresa
Source: Childhood Education, v79 n4 p194-99 Sum 2003
Publication Date: 2003
ISSN: 0009-4056
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJJAN2004
Describes the curriculum activities in one child-centered, developmentally appropriate child care facility preschool classroom. Explains how activities are selected according to children's needs, interest, and ability, and how activities address the kindergarten core competencies mandated by the North Carolina public school system. Asserts that only through developmentally appropriate curriculum and assessment can educators be assured that each child is adequately prepared for kindergarten. (KB) Descriptors: Developmentally Appropriate Practices; *Educational Environment; *Kindergarten; Play; *Preschool Children; *Preschool Curriculum; Program Descriptions; *School Readiness; Student Centered Curriculum; Student School Relationship
Identifiers: *Emergent Curriculum; North Carolina
EJ671968 PS534259
Title: Teacher-Rated Family Involvement and Children's Social and Academic Outcomes in Kindergarten.
Author(s) Rimm-Kaufman, Sara E.; Pianta, Robert C.; Cox, Martha J.; Bradley, Robert H.
Source: Early Education and Development, v14 n2 p179-98 Apr 2003
Publication Date: 2003
ISSN: 1040-9289
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJDEC2003
This study examined the relation between teachers' report of family involvement in school and children's social and academic competencies during kindergarten, measuring families' attitudes toward schools and families' activities with schools. Findings suggest that teachers' reports of family attitudes are a more consistent predictor of outcomes than teachers' reports of family involvement activities. (Author) Descriptors: *Academic Achievement; *Family Attitudes; *Family Involvement; Family School Relationship; *Kindergarten; Kindergarten Children; Outcomes of Education; Parent Role; Parents; *Social Development; *Teacher Attitudes
Identifiers: NICHD Study of Early Child Care
EJ666037 EA540743
Title: When Children Aren't Ready for Kindergarten.
Author(s) Holloway, John H.
Source: Educational Leadership, v60 n7 p89-90 Apr 2003
Publication Date: 2003
ISSN: 0013-1784
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJSEP2003
Target Audience: Practitioners
Research suggests that delayed entry into kindergarten has a better chance than kindergarten retention of helping at-risk children avoid school failure. Educators are cautioned to take into account the interactions among race and ethnicity, gender, socioeconomic status, and age. Some researchers view full-day kindergarten as one way of providing more support for children who need it. (Contains seven references.) (MLF) Descriptors: *Academic Achievement; Early Childhood Education; *Grade Repetition; *High Risk Students; *Kindergarten; *Kindergarten Children; *School Readiness
Identifiers: *Delayed School Entry
EJ666024 EA540730
Title: Improving Early School Success.
Author(s) Pianta, Robert C.; La Paro, Karen
Source: Educational Leadership, v60 n7 p24-29 Apr 2003
Publication Date: 2003
ISSN: 0013-1784
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJSEP2003
Target Audience: Practitioners; Teachers
Several large-scale research efforts imply that improving instructional quality rather than assessing student readiness is a better way to promote student performance in the early grades. (Contains 12 references.) (Author/MLF)
Descriptors: *Classroom Environment; Early Childhood Education; *Instructional Improvement; Kindergarten Children; Preschool Teachers; *School Readiness
ED475167 PS031152
Title: School Readiness Study.
Author Affiliation: Illinois State Dept. of Human Services, East St. Louis. Head Start State Collaboration Office.(BBB36977)
Pages: 79
Publication Date: December 2002
Sponsoring Agency: Department of Health and Human Services, Washington, DC. (BBB18571)
Contract No: 05-CD-0013
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: IDHS Head Start State Collaboration Office, 10 Collinsville Ave., Suite 203, East St. Louis, IL 62201-3051. Tel: 618-583-2083; Fax: 618-583-2091; e-mail: dhsd60a2@dhs.state.it.us.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Illinois
Journal Announcement: RIENOV2003
To inform long-term planning for early care and education and school readiness within Illinois, this study examined early care and education programs emphases on school readiness as perceived by early child care and kindergarten teachers. Of particular interest were successful strategies at the early childhood level to prepare children for school, assessments to determine children’s school readiness, and early childhood and kindergarten teachers’ views of school readiness. Participating were 144 early childhood teachers from Illinois Child Care Subsidy programs, Head Start programs, or Illinois state prekindergarten programs, and 74 kindergarten teachers. A combination of random selection and random assignment were used to eliminate sampling bias. The two surveys incorporated the Illinois Early Learning Standards and other skills and practices identified by teachers through the study’s pilot phase. Findings indicated that both early childhood and kindergarten teachers rely on a variety of assessment strategies, with kindergarten teachers relying on their observations more than twice as much as early childhood teachers. Teachers in both groups were very consistent in their preference for particular classroom materials. Both groups endorsed communication of information and encouraging children to work independently as transition practices. There was significant agreement on various instructional strategies, with some disparity between the two groups on teaching letters of the alphabet and teaching children to spell their name. Agreement was high regarding best practices in mathematics, science, creative arts, social and emotional development, and physical development and health. Data analyses suggested a need for dialog regarding the issue of rewarding children for good work, transitioning to different activities, the importance of running outside, and settings for dramatic play. (Copies of the surveys for early childhood and kindergarten teachers are appended.) (KB) Descriptors: Classroom Techniques; Comparative Analysis; *Early Childhood Education; *Educational Practices; Kindergarten; Preschool Education; *Preschool Teachers; *School Readiness; State Standards; State Surveys; *Teacher Attitudes; Young Children
Identifiers: *Best Practices; Illinois; *Transitional Activities
EJ653042 TM524408
Title: Children's Reading and Mathematics Achievement in Kindergarten
and First
Grade.
Author(s) Denton, Kristin; West, Jerry
Source: Education Statistics Quarterly, v4 n1 p19-26 Spr 2002
Publication Date: 2002
Notes: For the entire journal issue, see TM 034 308. Originally
published as the
Executive Summary of the Statistical Analysis Report of the same
name.
ISSN: 1521-3374
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJAN2003
Explored how children's literacy skills and resources at the start of kindergarten relate to their reading and mathematics achievement at the end of kindergarten and the start of first grade. Data are from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (National Center for Education Statistics). Findings show that children who begin kindergarten with certain resources seem to be at an advantage. (SLD)
Descriptors: *Elementary School Students; Kindergarten; *Kindergarten
Children;
*Literacy; *Mathematics Achievement; National Surveys; Primary Education;
*Reading Achievement; *School Readiness
EJ648683 EA539680
Title: Early Childhood Education Issues.
Author(s) Porch, Stephanie
Source: ERS Spectrum, v20 n2 p4-11 Spr 2002
Publication Date: 2002
ISSN: 0740-7874
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJNOV2002
Discusses reasons for increased focus on prekindergarten programs, their importance for children at risk, and components of high-quality programs. Describes the preschool curriculum, kindergarten readiness, and reasons why public schools should be involved in prekindergarten programs. (Contains 28 references.) (PKP)
Descriptors: At Risk Persons; Demography; Educational Quality; Educational Research; Kindergarten; Preschool Curriculum; *Preschool Education; Public Schools
ED463060 PS030186
Title: Children Entering School Ready To Learn: School Readiness
Baseline Information, School Year 2001-02 by State and County.
Author Affiliation: Maryland State Dept. of Education, Baltimore.(LYR45900)
Pages: 161
Publication Date: February 2002
Notes: For the 2000-01 Preliminary Report, see ED 450 920.
Available from: EDRS Price MF01/PC07 Plus Postage.
Availability: Maryland State Department of Education, 200 West Baltimore
St., Baltimore, MD 21201. Tel: 410-767-0100.
Language: English
Document Type: Numerical/Quantitative Data (110); Reports--Descriptive
(141)
Geographic Source: U.S.; Maryland
Journal Announcement: RIESEP2002
Government Level: State
As part of its efforts to improve services for children, birth to age five, the Maryland Joint Committee on Children, Youth, and Families charged the State Department of Education with identifying and implementing, by school year 2000-01, an early childhood assessment system that provides baseline information on children entering kindergarten. This report provides state- and county-level school baseline information for school year 2001-02, the first year that all kindergartners in Maryland were rated on their readiness for school. The Work Sampling System (WSS) was used to assess kindergarteners' skills in seven curricular domains: social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health. The report notes that 49 percent of entering kindergarten students were rated by their teachers as fully ready for kindergarten work. Forty-four percent were at the "approaching readiness" level and seven percent of students were in the "developing readiness" category. School readiness was related to race/ethnicity, gender, prior early care, special education status, limited English proficiency status, and family economic status. The report includes recommendations for using the baseline information, answers to frequently asked questions, and examples of skills, behaviors, and knowledge indicating full school readiness in each domain. The bulk of the report is presented in three appendices providing descriptions of the 30 WSS indicators, county-level data on selected WSS performance indicators, and county- and state-level information on differences by gender, race/ethnicity, experience in prior care, special education status, English proficiency, and family economic status. (KB)
Descriptors: Child Development; Child Health; Childrens Art; Comparative
Analysis; Counties; Early Experience; Emergent Literacy; *Kindergarten
Children; Language Skills; *Learning Readiness; Limited English
Speaking; Physical Development; Preschool Education; Racial Differences;
*School Readiness; Sex Differences; Social Development; Social Differences;
Social Studies; Special Needs Students; *State Standards
Identifiers: Ethnic Differences; *Maryland; Mathematical Thinking;
Scientific Thinking
ED456129 TM033186
Title: Using Testlets To Identify Cognitive Domains Measured by
a Kindergarten Diagnostic Assessment.
Author(s) Miller-Whitehead, Marie
Pages: 25
Publication Date: June 03, 2001
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Alabama
Journal Announcement: RIEJAN2002
This study examined a 20-item diagnostic assessment designed to assess readiness of preschool children for kindergarten. Examination of student scores on the individual items of the assessment led to the proposal of the extraction of testlets composed of groups of related items to use information about students' scores better. This approach results in an assessment that essentially is composed of several one-dimensional testlets or blocks that can be scored as scales for achievement or ability on one domain, such as verbal skills. Several simple testlet models, created by principal component analysis and tested by confirmatory factor analysis, are presented, interpreted for the underlying construct, and evaluated. (Contains 5 tables and 40 references.) (Author/SLD)
Descriptors: *Diagnostic Tests; Early Childhood Education; Kindergarten;
*Preschool Children; *School Readiness; *Test Use
Identifiers: *Cognitive Domain; *Testlet
ED456894 PS029072
Title: The Mommy and Daddy Guide to Kindergarten: Real-Life Advice
and Tips from Parents and Other Experts. A to Z.
Author(s) Bernard, Susan
Pages: 234
Publication Date: 2001
Notes: Written with Cary O. Yager.
ISBN: 0-8092-2547-6
Available from: Document Not Available from EDRS.
Availability: Contemporary Books, 4255 West Touhy Avenue, Lincolnwood,
IL 60712-1975 (U.S., $14.95; Canada, $21.95). Tel: 800-323-4900 (Toll
Free); Tel: 847-679-5500.
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEFEB2002
Target Audience: Parents
Noting that kindergarten is a time of dramatic change for parents as well as for the kindergarten child, this book presents information on a variety of topics related to kindergarten education. The book is based on interviews with kindergarten teachers, principals, parents, and several experts from higher education involved in kindergarten education. It introduces some of the decisions parents need to make and provides information to help them prepare their child and themselves for the transition. Arranged alphabetically, the topics discussed are: (1) age-appropriate behavior; (2) art; (3) before- and after-school programs; (4) bilingual education; (5) choosing a school; (6) classrooms; (7) computers; (8) curriculum; (9) daily schedule; (10) discipline; (11) first-day jitters; (12) friends; (13) gender; (14) gifted children; (15) homeschooling; (16) homework; (17) kindergarten readiness; (18) learning; (19) math; (20) multicultural education; (21) music; (22) nonpublic schools; (23) parent conferences; (24) parental involvement; (25) physical education; (26) play; (27) principals; (28) public school; (29) reading; (30) report cards; (31) science; (32) social studies; (33) special needs children; (34) teachers; (35) testing; (36) writing; and (37) the zen of kindergarten. Appended is a description of the signs of a good kindergarten classroom, a list of 52 resources, and a list of 16 national organizations related to kindergarten education. (KB)
Descriptors: After School Programs; Bilingual Education; Child Behavior;
Classroom Techniques; Discipline; Educational Practices; Gifted;
Home Schooling; *Kindergarten; *Kindergarten Children; Multicultural
Education; Parent Materials; Parent Participation; *Parent Student
Relationship; Play; Preschool Curriculum; Preschool Teachers; Primary
Education; Private Schools; Public Schools; Scheduling; School Readiness;
Selection; *Student Adjustment; Student Evaluation
Identifiers: Before School Programs
ED455964 PS029734
Title: Ready--Start--School! Nurturing and Guiding Your Child through
Preschool & Kindergarten.
Author(s) Rief, Sandra F.
Pages: 240
Publication Date: 2001
ISBN: 0-7352-0299-0
Available from: Document Not Available from EDRS.
Availability: Prentice Hall Press, 240 Frisch Court, Paramus, NJ
07652 ($15). Tel: 201-909-6385; Fax: 201-909-6378; Web Site: http://www.phdirect.com.
Language: English
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; New Jersey
Journal Announcement: RIEJAN2002
Target Audience: Parents
Based on the view that the parent is a child's first and most important teacher, this book shows parents how to stimulate and encourage learning in reading and writing, language and communication, thinking and reasoning, plus promote good social and emotional behaviors and improve gross and fine motor skills. Part 1 of the book describes child development between 3 and 5 years of age, discusses the decision for on-time versus delayed kindergarten entry, and outlines general kindergarten readiness skills. Part 2 offers suggestions for creating a home learning environment where children feel confident. Part 3 provides advice on social, behavior, and discipline issues. Part 4 presents information on how children learn to read and suggestions for parents in assisting their children in learning to read. Part 5 describes ways parents can help their child become organized and ready for writing, mathematics, and homework. Part 6 offers suggestions for parents who suspect their child has a developmental delay or disability. Part 7 presents advice for parents regarding school readiness and related issues based on interviews with preschool and kindergarten teachers and directors. The book concludes with a list of other resources by the author. (KB)
Descriptors: Child Development; Child Rearing; Early Childhood Education; Emergent Literacy; Kindergarten; *Kindergarten Children; Learning Activities; *Learning Readiness; Parent Child Relationship; Parent Materials; *Parent Student Relationship; *Parents as Teachers; *Preschool Children; *School Readiness; Student Adjustment
ED451952 PS029415
Title: Honoring Children's Rights to Quality Experiences in Preschool
That Are Valued by Public School Kindergarten Educators and Administrators.
Early Year's Summit.
Author(s) Firlik, Russ
Pages: 15
Publication Date: May 2001
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Connecticut
Journal Announcement: RIESEP2001
In New Canaan, Connecticut, several meetings were convened to communicate kindergarten expectations as they relate to the 14 preschools that feed into 3 public elementary schools in New Canaan, and to develop and systemize more effective and efficient transitional practices from the preschool arena to the public school setting. Attending the meetings were 14 preschool directors and their teachers, 17 public school kindergarten staff, and 3 elementary school principals. The outcomes of the meetings were twofold: (1) communication to the preschool population that public school kindergarten curricula were not strictly academically oriented; and (2) an examination of what preschoolers are expected to experience prior to entering kindergarten. A questionnaire was developed to educe the expectations from kindergarten teachers that would be shared with preschools. Four categories of experiences were judged most important by kindergarten teachers: social competencies, communication/language, independent skills, and fine and gross motor experiences. After lengthy discussion, the directors and preschool teachers were in agreement with the expectations. Directors indicated that they would plan specific strategy sessions to better inform their parents about their program and goals based on the agreed upon kindergarten expectations. The final decision of the group was to collaboratively write a position paper to serve as a directive for preschools and the anchor for the kindergarten philosophy that permeates the New Canaan Public Schools. (The position statement regarding the goals for kindergarten children is appended.) (KB)
Descriptors: Interprofessional Relationship; *Kindergarten; Kindergarten
Children; Position Papers; *Preschool Children; *Preschool Curriculum;
*Preschool Teachers; Primary Education; School Readiness; Teacher
Attitudes; *Teacher Expectations of Students; *Transitional Programs
Identifiers:
New Canaan Public Schools CT; *Transitional Activities
ED453250 TM032787
Title: Evaluation of a Kindergarten Diagnostic Assessment Instrument
by Gender and Ethnicity.
Author(s) Miller-Whitehead, Marie
Pages: 67
Publication Date: April 13, 2001
Notes: Paper presented at the Annual Meeting of the American Educational
Research Association (Seattle, WA, April 10-14, 2001).
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; Tennessee
Journal Announcement: RIEOCT2001
Prekindergarten students (n=1,137) in an ethnically and socioeconomically diverse urban public school took a kindergarten diagnostic assessment in September prior to entry into the regular kindergarten program. The assessment was a pilot version of a longer instrument that had been used at the school for several years. Results were used for placement, program planning (class size and multiage grouping), remediation, instructional improvement, and counseling with parents. The results of the diagnostic assessment were evaluated to determine differences in student readiness for kindergarten by gender, ethnicity, socioeconomic status, and English language proficiency. The objective of this analysis was to determine the reliability and validity of the newer, abbreviated version of the kindergarten assessment and its usefulness in making decisions about individuals and groups of students. This paper provides examples of item domain goals and objectives, identifies items that could be useful to equate with other prekindergarten assessments, examines differences in skill attainment for male and female children from ethnic minority groups not identified as Limited English Proficient (LEP) or English Language Learners (ELL) and provides comparisons of several approaches for psychometric evaluation of test items including the transformed item difficulty index, normal curve equivalents, item characteristic curves, and two-parameter Rasch modeling. Implications for assessment and instruction of children from different cultural and ethnic backgrounds are discussed as well as implications for addressing differences in skills attainment for male and female children as they progress through school. Three appendixes contain a correlation matrix for three assessments, a table of sample norms, and a table of normal curve equivalents. (Contains 8 tables, 12 figures, and 58 references.) (Author/SLD)
Descriptors: *Diagnostic Tests; Educational Planning; *Ethnicity; Kindergarten; *Kindergarten Children; Preschool Children; Primary Education; Public Schools; Reliability; *School Readiness; Screening Tests; *Sex Differences; Student Placement; Test Format; *Test Use; Validity
ED448899 PS029124
Title: Entering Kindergarten: A Portrait of American Children When
They Begin School. Findings from the Condition of Education, 2000.
Author(s) Zill, Nicholas; West, Jerry
Author Affiliation: National Center for Education Statistics (ED),
Washington, DC.(EDD00004)
Pages: 39
Publication Date: January 2001
Report No: NCES-2001-035
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel:
877-433-7827 (Toll Free); Web site: (Home page) http://www.nces.ed.gov;
Web site: (Electronic Catalog) http://www.nces.ed.gov/pubsearch/indes.asp
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJUN2001
Government Level: Federal
With the launch of the U.S. Department of Education's Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, measures of knowledge, skills, health, and behavior of a large and nationally representative sample of American Kindergartners are available. Drawing on data from the study, this report provides a portrait of kindergarten children in the areas of reading, mathematics, and general knowledge, as well as noncognitive aspects of school readiness. The report details: (1) what a typical child knows at school entry; (2) what the typical child's health and behavior are like at school entry; (3) what factors help account for variations in knowledge, health, and behavior at school entry; (4) what sex-related differences in school readiness exist for kindergartners; (5) what family background characteristics affect children's skills and knowledge; and (6) how risk factors affect noncognitive aspects of school readiness. Among the findings are the following: (1) most children know their letters and can count more than 10 objects; (2) most are in very good to excellent health, though some experience developmental difficulties; (3) most are reasonably well behaved and exhibit a positive approach to classroom tasks; (4) some have advanced skills while others lag behind; (5) age is a factor in variations in knowledge, health, and behavior; (6) girls and boys have similar skills, although girls are slightly ahead in reading; (7) more boys experience developmental difficulties; (8) girls are more prosocial and less prone to problem behavior; (9) nearly half of all entering kindergartners come from families with one or more risk factors in the areas of parental education, socioeconomic status, and family structure; (10) minority children are more likely to be at risk; (11) risk factors are linked to poorer child health; (12) at-risk children are less likely to be socially adept and more likely to be aggressive; and (13) fewer at-risk children have a positive attitude toward learning activities. (Contains 40 references.) (HTH)
Descriptors:
Age Differences; *At Risk Persons; Child Health; Family Environment;
High Risk Students; *Kindergarten; *Kindergarten Children; *Knowledge
Level; Learning Readiness; Longitudinal Studies; Primary Education;
*School Readiness; Sex Differences; Student Attitudes; Student Behavior
Identifiers: Early Childhood Longitudinal Survey
ED447952 PS029061
Title: Early Childhood Development and School Readiness: Some Observations
about "Homework" for New Century Working Parents.
Author(s) Slaughter-Defoe, Diana T.
Pages: 25
Publication Date: September 22, 2000
Notes: Paper presented at the Annual Meeting of the Voices for Illinois
Conference (Chicago, IL, September 22, 2000).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: U.S.; Pennsylvania
Journal Announcement: RIEMAY2001
This keynote address examines the relationship between early childhood development and school readiness. The address begins with basic statistical data indicative of the well-being of children in Pennsylvania and Illinois and maintains that advocacy embracing and encouraging interdisciplinary professional collaboration for supporting and empowering parents is needed in both states. The address further discusses the relationship between early childhood development and school readiness, focusing on the contribution of the family home environment to young children's academic and social skills. It is noted that research since the 1960s has affirmed the importance of early parent-child relationships to children's school readiness. Increased collaboration since the 1960s has led to an improved understanding of the interconnections between a young child's physical and psychological status at home, in the family, and performance in the primary grades at school. The recent expansion of Head Start services allows educators to reach more children in poverty prior to school entry than ever before. However, the address argues, parents must be empowered to feel full responsibility for their children's literacy development and school readiness, and to use the skill and knowledge of teachers and others to make their responsibility concrete. It is asserted that it is time for African American parents to assume responsibility, as Asian American parents do, for teaching their own children to read before they go to elementary school. (Contains 22 references.) (KB)
Descriptors:
*Blacks; Child Development; Cultural Influences; *Emergent Literacy;
Employed Parents; Family Environment; Parent Child Relationship;
Parent Role; *Parents; *Parents as Teachers; Reading Instruction;
*School Readiness; *Young Children
Identifiers: *African Americans; Illinois
ED446875 PS029033
Title: Readiness for School: A Survey of State Policies and Definitions.
Author(s) Saluja, Gitanjali; Scott-Little, Catherine; Clifford,
Richard M.
Author Affiliation: National Center for Early Development &
Learning, Chapel Hill, NC.(BBB35605); SERVE: SouthEastern Regional
Vision for Education.(BBB29603)
Pages: 55
Publication Date: 2000
Notes: In: Early Childhood Research & Practice: An Internet
Journal on the Development, Care and Education of Young Children,
Fall 2000; see PS 029 032.
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC. (EDD00036)
Contract No: R307A60004RJ906006701
Available from: EDRS Price MF01/PC03 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIEAPR2001
Understanding the condition of children as they enter school can provide clues to help parents and teachers understand children's performance later in their school career. This information can also provide teachers with essential guidance for individualizing the curriculum to help children learn more effectively. Finally, assessment of the condition of children could be an important part of accountability measurement. This study examined what states are doing with regard to defining and assessing the condition of children as they enter school, often referred to as readiness for school. Early childhood state representatives in each of the 50 states were contacted and interviewed regarding their state's policies on children's readiness for kindergarten. Findings indicated that as of January 2000: (1) age was the criterion most often used to determine eligibility for kindergarten; (2) no state had an official statewide definition of school readiness; (3) several states were studying the issue of school readiness; and (4) local school districts were often making decisions about how children should be assessed and how data on children should be used. (Contains 14 references.) (Author/EV)
Descriptors: Age Grade Placement; Definitions; Early Childhood Education; *Educational Policy; Evaluation Criteria; Kindergarten; Kindergarten Children; *Learning Readiness; Policy Analysis; School Entrance Age; *School Readiness; *State Standards; State Surveys; Student Evaluation
ED443570 PS028733
Title: Children Who Enter Kindergarten Late or Repeat Kindergarten:
Their Characteristics and Later School Performance. Stats in Brief.
Author(s) West, Jerry; Meek, Anne; Hurst, David
Author Affiliation: National Center for Education Statistics (ED),
Washington, DC.(EDD00004); Education Statistics Services Inst.,
Washington, DC.(BBB36143)
Pages: 6
Publication Date: June 2000
Notes: For a related document on children who enter kindergarten
late or repeat kindergarten, see ED 414 076.
Report No: NCES-2000-039
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel:
202-502-7393; e-
mail: EdithMcArthur@ed.gov. For full text: http://www.nces.ed.gov.
Language: English
Document Type: Information Analysis (070)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJAN2001
Government Level: Federal
Raising the
age of eligibility to enter kindergarten has not eliminated variations
in children's readiness for school, and parents and teachers have
used delayed entry and retention as strategies to accommodate these
variations. Information from the 1993 and 1995 National Household
Education Survey is used to describe the numbers and characteristics
of children who experienced delayed kindergarten entry or kindergarten
retention, as well as their subsequent performance and adjustment
in school. The 1993 and 1995 surveys indicate that 9 percent of
all first- and second-
graders had been held out of kindergarten, and that boys experienced
delay more often than girls. In 1995, white, non-Hispanic children
were twice as likely as black, non-Hispanic children to have entered
kindergarten late. Overall prevalence of kindergarten retention
was similar for 1993 and 1995, affecting 6 and 5 percent, respectively.
In terms of school performance and adjustment, in 1993, parents
of children who had experienced delayed entry received less negative
feedback from teachers on two of five indicators; in 1995, parents
were less likely to report school performance problems on one of
four indicators. Children who had been required to spend 2 years
in kindergarten performed significantly worse than their first-
and second-grade classmates on all 5 of the 1993 indicators and
on 2 of the 4 indicators in 1995. Multivariate analysis of delayed
entry, retention, and school performance indicated that when demographic,
socioeconomic, and developmental factors were taken into account,
the differences in school performance between delayed-entry students
and other students was small but significant in 1993, but the differences
were essentially eliminated in the 1995 data. The same was true
for differences between students who had been retained and other
students. (HTH)
Descriptors:
*Grade Repetition; Individual Differences; *Kindergarten; *Kindergarten
Children; *Performance Factors; Primary Education; *School Entrance
Age; School Readiness; Student Characteristics; Student Needs
Identifiers: *Academic Redshirting
EJ617214 SP528838
Title: Parents' Conceptions of Kindergarten Readiness: Relationships
with Race, Ethnicity, and Development.
Author(s) Diamond, Karen E.; Reagan, Amy J.; Bandyk, Jennifer E.
Source: Journal of Educational Research, v94 n2 p93-100 Nov-Dec
2000
Publication Date: 2000
ISSN: 0022-0671
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAY2001
Used data from the National Household Education Survey to examine parents' conceptions of kindergarten readiness and home learning, noting relationships with race and ethnicity. Racial/ethnic differences existed in parents' attitudes about readiness. Parents considered several academic and behavioral skills important for kindergarten success. Parents' concerns about kindergarten readiness were unrelated to learning activities and educational television viewing at home. (SM)
Descriptors: Ethnicity; Home Instruction; *Kindergarten Children; *Parent Attitudes; *Parent Child Relationship; Parents as Teachers; Primary Education; *Racial Differences; *School Readiness; Television Viewing
EJ610232 PS530376
Title: Preschool Attendance and Kindergarten Readiness.
Author(s) Taylor, Kathryn Kees; Gibbs, Albert S.; Slate, John R.
Source: Early Childhood Education Journal, v27 n3 p191-95 Spr 2000
Publication Date: 2000
ISSN: 1082-3301
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJAN2001
Analyzed scores on the Georgia Kindergarten Assessment Program to determine whether school readiness was influenced by preschool program attendance. Found: (1) higher overall school readiness, physical, and personal scores for preschool attendees; (2) no difference as a function of type of preschool; and (3) that girls outperformed boys on the social measure. (DLH)
Descriptors:
*Kindergarten Children; *Outcomes of Education; Performance Factors;
*Preschool Education; *School Readiness; *School Readiness Tests;
Test Use; Testing Programs
Identifiers: Georgia; Georgia Assessment Project
ED445810 PS028905
Title: A Good Beginning: Sending America's Children to School with
the Social and Emotional Competence They Need To Succeed.
Author(s) Peth-Pierce, Robin
Pages: 33
Publication Date: 2000
Notes: A publication of the Child Mental Health Foundations and
Agencies Network (FAN). Support for this publication was provided
in part by the Ewing Marion Kauffman Foundation.
Contract No: 200003738
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: National Institute of Mental Health, Office of Communications
and Public Liaison, 6001 Executive Boulevard, Room 8184, MSC 9663,
Bethesda, MD 20892-9663; Tel: 301-443-4513; Fax: 301-443-4279; Web
Site: http://www.nimh.nih.gov/childhp/fdnconsb.htm
Language: English
Document Type: Information Analysis (070); Opinion papers (120)
Geographic Source: U.S.; Maryland
Journal Announcement: RIEMAR2001
Recognizing that what, how, and how much children learn in school depends in large part on the social and emotional competence they developed as preschoolers, this monograph examines the current state of research regarding the social and emotional risk and protective factors that predict early school problems or success. The first part of the monograph describes the components of social and emotional school readiness. Risk and protective factors are examined, and the impact of interventions to address neurodevelopmental delay, impaired attachment relationships, maltreatment, and disadvantaged socioeconomic status is described. This part also notes that some of the causal risk factors for early school failure have been identified, and that current knowledge can be used to systematically design and implement intervention. The part maintains that interventions need to address multiple levels and should address causal and malleable risk factors for early school failure. The second part of the monograph summarizes selected federal policies that may improve children's chances of success and analyzes existing links between current research and policy. This part argues that existing policies are not fully implemented, that new policies place additional burdens on already overburdened systems, and that more leaders are needed to champion the development of a seamless, comprehensive system of early childhood care. The monograph's appendix lists risk and protective factors at the individual, microsystem, exosystem, and macrosystem levels as identified in research literature. (KB)
Descriptors: Early Childhood Education; *Emotional Development; Emotional Response; High Risk Students; *Interpersonal Competence; Kindergarten; *Kindergarten Children; *Preschool Children; Public Policy; *School Readiness; *Student Adjustment
ED445775 PS028611
Title: Still! Unacceptable Trends in Kindergarten Entry and Placement.
A Position Statement. Revision and Update.
Author Affiliation: National Association of Early Childhood Specialists
in State Departments of Education.(BBB25995)
Pages: 19
Publication Date: 2000
Notes: This position statement was adopted at the Annual Meeting
of the National Association of Early Childhood Specialists in State
Departments of Education (Chicago, IL, November 11, 1987). For 1987
Position Statement, see ED 297 856.
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Opinion papers (120)
Geographic Source: U.S.; Colorado
Journal Announcement: RIEMAR2001
Noting that the persistence of unacceptable trends in kindergarten entry and placement practices narrows the curriculum in kindergarten and primary education, constricts equal educational opportunity, and curtails the exercise of professional responsibilities of early childhood educators, this position statement of the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) is offered to increase public awareness about educational policies and practices affecting young children. Following an overview, the statement discusses six principles of kindergarten entry and placement related to: (1) guarding the integrity of effective, developmentally appropriate programs for young children; (2) enrolling children in kindergarten based on their legal right to enter; (3) involving kindergarten teachers and administrators in student assessment decisions; (4) rejecting retention as a viable option for young children; (5) using kindergarten entrance tests in initial planning and information-sharing with parents; and (6) welcoming all children into heterogeneous kindergarten settings. The statement concludes with a challenge to make adjustments that would make education more responsive to the needs of young children, and to allow only those practices that are beneficial to young children. (Contains 48 references.) (KB)
Descriptors:
Age Grade Placement; Developmentally Appropriate Practices; Educational
Practices; Grade Repetition; *Kindergarten; *Kindergarten Children;
Position Papers; Primary Education; School Entrance Age; *School
Readiness; Social Promotion; Student Adjustment; *Student Placement;
*Transitional Programs
Identifiers: National Association Early Childhood Specialists
EJ607003 PS530683
Title: Children's Initial Sentiments about Kindergarten: Is School
Liking an Antecedent of Early Classroom Participation and Achievement?
Author(s) Ladd, Gary W.; Buhs, Eric S.; Seid, Michael
Source: Merrill-Palmer Quarterly, v46 n2 p255-79 Apr 2000
Publication Date: 2000
ISSN: 0272-930X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJNOV2000
Examined relationship between school liking, classroom participation, and achievement with 200 entering kindergartners. Found greater support for the premise that school liking fosters classroom participation and achievement than for contention that early participation and achievement increases school liking or identification. Found that children's early academic progress stemmed from affective processes that were distinct from other entry factors. (Author/KB)
Descriptors: Academic Achievement; Affective Behavior; Class Activities; *Kindergarten; *Kindergarten Children; Longitudinal Studies; Predictor Variables; *School Attitudes; School Readiness; *Student Adjustment; *Student Attitudes; Student Participation; *Young Children
EJ604846 EA537083
Title: Which Is the Best Kindergarten?
Author(s) Nelson, Regena Fails
Source: Principal, v79 n5 p38-41 May 2000
Publication Date: 2000
ISSN: 0271-6062
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJOCT2000
Examines four types of kindergarten programs (developmental, multiage, full-day, and lower class size) to determine which best accommodates developmental differences while enhancing youngsters' readiness for formal schooling. Low-income, urban areas should implement full-day kindergarten programs and smaller classes in first through third grades. (MLH)
Descriptors: *Developmental Programs; Developmentally Appropriate Practices; *Diversity (Student); *Full Day Half Day Schedules; Individual Differences; *Kindergarten; Low Income Groups; *Mixed Age Grouping; Poverty Areas; Primary Education; Program Effectiveness; School Readiness; *Small Classes; Urban Schools
ED433154 PS027964
Title: A Six-County Study of the Effects of Smart Start Child Care
on Kindergarten Entry Skills.
Author(s) Maxwell, Kelly; Bryant, Donna; Miller-Johnson, Shari
Author Affiliation: North Carolina Univ., Chapel Hill. Frank Porter
Graham Center.(BBB04365)
Pages: 39
Publication Date: September 1999
Notes: Prepared by the FPG-UNC Smart Start Evaluation Team.
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Web site: www.fpg.unc.edu/~smartstart; Tel: 919-966-4295.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIEJAN2000
The purpose of this study was to determine whether children living in North Carolina who attended child care centers that participated in many Smart Start quality improvement efforts have better skills when they enter kindergarten than do a comparison group of children from other child care centers of family child care homes. Subjects were 214 Smart Start children and 294 comparison children. Within the group of Smart Start children, a subgroup of 142 were identified who attended centers participating in activities directly related to improving child care quality. Information on the cognitive, language, and social skills of all subjects was gathere