Family involvement and school readiness for a nationally representative Head Start sample

2010 ◽  
Author(s):  
Rebecca J. Bulotsky-Shearer ◽  
Ximena Dominguez ◽  
Elizabeth Bell ◽  
Johayra Bouza ◽  
Tracy Carter ◽  
...  
2012 ◽  
Vol 27 (4) ◽  
pp. 627-639 ◽  
Author(s):  
Rebecca J. Bulotsky-Shearer ◽  
Xiaoli Wen ◽  
Ann-Marie Faria ◽  
Debbie L. Hahs-Vaughn ◽  
Jon Korfmacher

2018 ◽  
Vol 16 (2) ◽  
pp. 190-209 ◽  
Author(s):  
RaeHyuck Lee ◽  
Wen-Jui Han ◽  
Jane Waldfogel ◽  
Jeanne Brooks-Gunn

We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study—Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children’s reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants.


2010 ◽  
Author(s):  
Christine McWayne ◽  
Gigliana Melzi ◽  
Joy Kennedy ◽  
Laura Price ◽  
Kevin Mundt ◽  
...  

2011 ◽  
Vol 26 (4) ◽  
pp. 430-441 ◽  
Author(s):  
Amanda Berhenke ◽  
Alison L. Miller ◽  
Eleanor Brown ◽  
Ronald Seifer ◽  
Susan Dickstein

2011 ◽  
Vol 39 (9) ◽  
pp. 1281-1287 ◽  
Author(s):  
Emel Arslan ◽  
Neslihan Durmuşoğlu-Saltali ◽  
Hasan Yilmaz

We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, & Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement. It was also found that there was a statistically significant positive relationship between verbal explanation, listening skills, and self-control and emotional regulation, school readiness, social confidence, and family involvement.


2020 ◽  
Vol 53 ◽  
pp. 151-160 ◽  
Author(s):  
Janet A. Welsh ◽  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Brenda N. Heinrichs

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