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首页> 外文学位 >The Impact of Preschool Education on Students' Kindergarten Readiness and Subsequent Kindergarten Performance.
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The Impact of Preschool Education on Students' Kindergarten Readiness and Subsequent Kindergarten Performance.

机译：学前教育对学生幼稚园准备和随后的幼稚园表现的影响。

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摘要

The purpose of this study was to examine the impact of preschool education on students' kindergarten readiness and subsequent kindergarten performance in a low socioeconomic primary school. There are several factors that influence a child's readiness for school, including the children's natural talents and abilities, their families, their early environments, their schools, and their communities.;The setting for this research was a primary school located within a small, urban school district in the piedmont area of North Carolina. For the purpose of this study, all kindergarten students were placed into three subgroups: kindergarten students who attended the prekindergarten program at the primary school, kindergarten students who attended an outside prekindergarten program in the surrounding community, and kindergarten students who have no record of prekindergarten attendance.;The study's methodology included assessing all kindergarten students prior to the start of the school year using the fourth edition of the Developmental Indicators for the Assessment of Learning (DIAL-4) kindergarten readiness screening assessment, and then comparing these scores to a) whether or not the student attended a prekindergarten program prior to starting school; and b) student achievement data recorded at three benchmark checkpoints (3, 5, and 7 months) throughout the kindergarten school year. Data on teacher perceptions of the effect of preschool on kindergarten readiness and student achievement were also collected and analyzed.;When looking at kindergarten readiness, results suggest that children who attended a prekindergarten program prior to starting school scored significantly higher on the DIAL-4 readiness screening assessment than their peers who did not attend prekindergarten. In further analyzing the data, students who attended a prekindergarten program in the surrounding community scored significantly higher on the DIAL-4 readiness screening assessment than students who either attended the district prekindergarten program or did not attend prekindergarten.;When looking at subsequent kindergarten performance, students who were originally identified as being ready for school did not, after 7 months of classroom instruction, score significantly higher in literacy, math or social development than their peers who were originally identified as being delayed. Additionally, students who attended a prekindergarten program prior to starting school did score significantly higher in math proficiency than their peers who did not attend prekindergarten, but there were no significant differences between the two groups for either literacy or social development.
机译：这项研究的目的是探讨在低社会经济的小学中，学前教育对学生入学准备和随后的幼儿园表现的影响。影响孩子入学准备的因素有很多，包括孩子的天赋和能力，家庭，早期环境，学校和社区;该研究的背景是一所位于城市小学校内的小学北卡罗莱纳州皮埃蒙特地区的学区。为了本研究的目的，将所有幼儿园学生分为三个小组：在小学阶段参加过幼儿园课程的幼儿园学生，在周围社区参加过外部幼儿园课程的幼儿园学生以及没有幼儿园记录的幼儿园学生。该研究的方法包括在学年开始之前使用第四版《学习评估发展指标》（DIAL-4）幼儿园准备情况筛查评估对所有幼儿园学生进行评估，然后将这些得分与a）进行比较学生在上学之前是否参加过幼儿园课程； b）在整个幼儿园学年的三个基准检查点（3、5和7个月）记录的学生成绩数据。还收集并分析了有关教师对学龄前对幼儿园准备和学生成就的影响的看法的数据。；在查看幼儿园准备情况时，结果表明，在上学之前参加过幼儿园计划的孩子在DIAL-4准备方面的得分明显较高。筛查评估比未参加幼儿园的同龄人。在进一步分析数据时，参加DIAL-4准备状况筛查评估的周边社区参加幼儿园前计划的学生比参加地区幼儿园前计划或未参加幼儿园的学生得分高得多;在查看随后的幼儿园表现时，最初确定要上学的学生，在经过7个月的课堂教学后，在识字，数学或社会发展方面的得分没有比最初确定为被推迟的同龄人更高。另外，入学前参加过幼儿园课程的学生的数学能力得分确实比未上幼儿园的同龄人要高得多，但是两组在读写能力或社会发展方面都没有显着差异。

著录项

  • 作者

    Carroll, Kelsey Musselman.;

  • 作者单位

    Gardner-Webb University.;

  • 授予单位 Gardner-Webb University.;
  • 学科 Education Early Childhood.;Education Elementary.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 202 p.
  • 总页数 202
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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