Examining the Preschool Experience: Issues of Access, Process, and Accountability

2015 ◽  
Author(s):  
Eva Galdo
Keyword(s):  
Preschool Experience

Varying Preschool Arrangements and Self-Concepts of Educable Mentally Retarded Children in Grade 1

1988 ◽  
Vol 66 (3) ◽  
pp. 1013-1014
Author(s):  
Joe M. Blackbourn
Keyword(s):  
Mentally Retarded ◽  
Positive Influence ◽  
Self Concept ◽  
Preschool Experience ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

Differences in measured self-concept among educable mentally retarded children in Grade 1 were examined. Subjects included 90 children randomly selected from larger populations with varying preschool experiences. An initial positive influence of preschool experience on self-concept in Grade 1 appeared to be more pronounced among those subjects exposed to nonhandicapped peers.

scholarly journals Preparing Students for Success: Differential Outcomes by Preschool Experience in Baltimore City, Maryland

2019 ◽  
Vol 21 (4) ◽  
pp. 467-476
Author(s):  
Stacey C. Williams ◽  
Clara B. Barajas ◽  
Adam J. Milam ◽  
Linda Olson ◽  
Philip Leaf ◽  
...  
Keyword(s):  
Baltimore City ◽  
Differential Outcomes ◽  
Preschool Experience

TYPES OF PRESCHOOL EXPERIENCE AND SOCIOMETRIC STATUS IN THE PRIMARY SCHOOL

2003 ◽  
Vol 31 (2) ◽  
pp. 129-131 ◽  
Author(s):  
Philip G. Erwin ◽  
John Letchford
Keyword(s):  
Social Development ◽  
Primary School ◽  
School Children ◽  
School Experience ◽  
Primary School Children ◽  
Sociometric Status ◽  
Nursery Schools ◽  
Preschool Experience ◽  
Different Types ◽  
Play Groups

This study examines how different types of preschool experience may be related to subse- quent sociometric status in the primary school. A sociometric questionnaire was given to 187 primary school children. Those who had previously attended nursery schools or play-groups scored significantly higher than those who had attended nurseries or remained at home. The results are cautiously interpreted as evidence supporting the importance of pre-school experience for childhood social development but emphasizing that the type of experience may be crucial.

The quest for quality in early day care and preschool experience continues

2001 ◽  
Vol 25 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Edward C. Melhuish
Keyword(s):  
Child Care ◽  
Young Children ◽  
Day Care ◽  
School Effectiveness ◽  
Developmental Psychology ◽  
Developmental Outcomes ◽  
Preschool Education ◽  
Care Quality ◽  
Preschool Experience

In research in the areas of day care for young children and preschool education at the end of the second millennium, common themes can be recognised. Early research was primarily concerned with whether children attending institutions (day care or preschool centre), developed differently from those not attending such centres. Later work recognised that day care or preschool experience is not unitary and that the quality or characteristic of experience matters. Yet further research drew attention to the importance of the interaction between home and out of home experience. These have been referred to as the three waves of research. In the 1980s, the proposition emerged that infant day care may be a risk factor for insecure attachment to the mother. In an ideologically and politically sensitive ” eld, the concern raised by this proposition that day care might be bad for infants, led to the funding of one of the largest studies of day care, the NICHD study. The results of this study so far indicate that quality of care is an important aspect of child care experience. This study is likely to be a watershed in that the sample size and detail of data are far greater than preceding studies. The conclusion that quality of experience for young children matters however, sets the agenda for research in the new millennium. Currently, approaches to this issue generally adopt the strategy of using a measure of child care quality and investigating associations with child development outcomes. An alternative approach derives from school effectiveness research. Children from specific centres are followed longitudinally. Their developmental progress is then considered in terms of family factors, type amount and quality of centre experience, and the specific centre attended. In this approach the presence of specific centre effects can be detected so that a specific centre can be identi” ed as associated with a quantifiable positive or negative effect on development. The resulting incongruence between traditional measures of quality and measures derived from developmental effects will require a reformulation of the links between child care characteristics, child experience, and developmental outcomes. As measures of quality become more ”rmly related to developmental outcomes child care research can become more integrated within developmental psychology.

Comparative Indices of School Achievement by Black Children from Different Preschool Programs

1975 ◽  
Vol 37 (3) ◽  
pp. 871-877 ◽  
Author(s):  
John R. Dill ◽  
Corine Bradford ◽  
Marjorie Grossett
Keyword(s):  
Day Care ◽  
School Achievement ◽  
Black Children ◽  
Urban Child ◽  
The North ◽  
Early School ◽  
Preschool Experience ◽  
Family Variables ◽  
Performance Results ◽  
School Records

First, second, and third grade black children (368 boys, 360 girls) living in a large Northern metropolitan area were categorized according to their preschool experience (developmental day care, custodial day care, Head Start, and none). The children's school records were used to obtain four indices of school achievement: demographic-family variables, class ranking and attendance, personal-social behavior ratings, and academic achievement. Analyses showed children from developmental day-care programs were more likely to be born in the North, were enrolled in higher ranked classes and had higher levels of reading performance. Results suggest that the type of preschool program an urban child attends can influence his early school achievement. Secondly, it is important to include additional dimensions of achievement for these children.

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