Can Storytelling and Story-Acting by Low-Income Preschoolers Promote School Readiness?

2008 ◽  
Author(s):  
Ageliki Nicolopoulou ◽  
Aline de Sa ◽  
Hande Ilgaz ◽  
Kai Schnabel-Cortina ◽  
Carolyn Brockmeyer
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Story Acting

scholarly journals Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children

2007 ◽  
Vol 36 (1) ◽  
pp. 44-62 ◽  
Author(s):  
John Fantuzzo ◽  
Rebecca Bulotsky-Shearer ◽  
Paul A. McDermott ◽  
Christine McWayne ◽  
Douglas Frye ◽  
...  
Keyword(s):  
Preschool Children ◽  
School Readiness ◽  
Low Income ◽  
Classroom Behavior ◽  
Social Emotional ◽  
Urban Preschool

scholarly journals Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

2013 ◽  
Vol 4 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Holly E. Brophy-Herb ◽  
Michaela L. Zajicek-Farber ◽  
Erika L. Bocknek ◽  
Lorraine M. McKelvey ◽  
Kathy Stansbury
Keyword(s):  
Emotion Regulation ◽  
School Readiness ◽  
Low Income ◽  
Low Income Families ◽  
Maternal Supportiveness

scholarly journals A Pragmatic Internet Intervention to Promote Positive Parenting and School Readiness in Early Childhood: Initial Evidence of Program Use and Satisfaction (Preprint)

2019 ◽  
Author(s):  
Lucy McGoron ◽  
Hilary Horn Ratner ◽  
Kathryn AG Knoff ◽  
Erica Hvizdos ◽  
Steven J Ondersma
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Text Messages ◽  
Parenting Programs ◽  
Program Text ◽  
Childcare Centers ◽  
Web Based ◽  
Innovative Strategies ◽  
Low Income Families ◽  
Website Use

BACKGROUND Internet-based parenting programs have the potential to connect families to research-informed materials to promote positive child development. However, such programs can only succeed to the extent that the intended population engages with them. OBJECTIVE This study aimed to evaluate engagement in the 5-a-Day Parenting program, a technology-based program designed with low-income families in mind, to promote daily use of 5 specific parenting activities conducive to children’s school readiness. Following earlier pilot data, the program was enhanced with an initial motivational e-intervention and tailored text messages designed to promote engagement. METHODS Parents were recruited from local childcare centers and through a participant registry. We examined rates of receipt of program text messages and use of video-based content on the program website, 3 factors that may affect website use, and satisfaction with key program elements. RESULTS A total of 360 parents of young children learned about the study and had the opportunity to use the 5-a-Day Parenting website. Of these, 94 parents participated in the study, and 33% (31/94) accessed the video-based content on the website at least once. No association was found between website use and program recruitment approach, program-affiliation message, sociocontextual risk, and baseline use of the five parenting activities. Satisfaction with text messages and video-based content was high. CONCLUSIONS For some parents, technology-based programs appear useful; however, engagement could still be enhanced. Additional research should seek innovative strategies for promoting engagement in Web-based parenting programs.

Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness

2019 ◽  
Vol 57 (1) ◽  
pp. 339-370 ◽  
Author(s):  
Maria C. Limlingan ◽  
Christine M. McWayne ◽  
Elizabeth A. Sanders ◽  
Michael L. López
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Language Learners ◽  
Low Income ◽  
Dual Language ◽  
Cooperative Behavior ◽  
Approaches To Learning ◽  
Dual Language Learners ◽  
Future Research ◽  
Classroom Language

The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Head Start classrooms with higher concentrations of DLLs had teachers who reported lower average levels of children’s cooperative behavior. In addition, DLL students in classrooms where teachers used more Spanish for instruction and demonstrated more emotionally supportive teacher-child interactions were found to have higher average scores on measures of approaches to learning. Implications and directions for future research related to classroom language contexts are discussed.

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