Preschool and its Importance on Kindergarten
Published on Jul 11, 2017
Current Issue in Education: Mandating preschool for all children.
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Why Preschool?
- Although it is not state mandated in Indiana, preschool is a very important stepping stone to any child’s education.
preschool overview
- Studies have shown that preschool is a time where a child can build a successful platform as they begin transitioning to different grade levels early in their schooling career
- It is critical that one must know the effects that preschool can have on a child. The importance of early childhood education, through a successful program, can leave a lasting effect on a child’s life
play in preschool
- Richer educational experiences
- higher vocabulary skills and kindergarten competence
- higher success rate of academics in K and overall social being
Play in Preschool cont.
- critical social skills
- peer play produces positive effects on literacy, math, behavior, and social skills
academics in preschool
- High quality preschools also show a great deal of growth for students who may be “at-risk”, as these gaps are often minimized and seamlessly brought closer
- Students who attend a quality preschool will show the effects of early, positive academic and social interactions throughout their learning years.
quality preschool programs
- A teacher and preschool must recognize that their instruction is developmentally appropriate, hire high quality teachers, and create a culture that is sensitive to their surroundings
- It is important to note that no matter what program that is decided, academics, child and teacher relationship, cooperativeness, and behavior management should all be weighed in
attendance in preschool
- A study conducted in October 2007, by age twelve, those students who attended preschool were approximately a half a year ahead of those who did not attend preschool
- A research study indicated 93.8% of the students who attended preschool had passing scores in all areas on an assessment, while only 84.4% of students who did not attend preschool passed
preparing for the kindergarten transition
- The transition between preschool and kindergarten is known as the sensitive time period for young children
- When a preschool teacher, parents and the kindergarten teacher work together to collaborate on the transitional process for the students, there is to be more success for the student and child involved.
meaningful transitions
- To help with the transition, teachers are engaged in transitional practices to help ease the student and parent into the kindergarten program
- Orientations for parents and students are on the rise, and studies have shown just how important orientations are to set the stage for a successful kindergarten year.
summary
- Preschool and early childhood education is critical in ensuring a child starts their journey into education on a positive note. Students who attend preschool perform better in their academics, social, and behavioral development than those who don’t.
References
- Can be found in note section attached
Abry, T., Latham, S., Bassok, D., & Locasale-Crouch, J. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly,31, 78-88. doi:10.1016/j.ecresq.2015.01.001
Berlinski, S., Galiani, S., & Manacorda, M. (2007). Giving Children a Better Start: Preschool Attendance and School-Age Profiles. SSRN Electronic Journal, 1417-1440. doi:10.2139/ssrn.969231
Cook, K.D., & Coley, R.L. (2017). School transition practices and children’s social and academic adjustment in kindergarten. Journal of Educational Psychology, 109(2), 166-177. doi: 10.1037/edu0000139
Duncan, G., & Magnuson, K. (2013). Investing in Preschool Programs. The Journal of Economic Perspectives, 27(2), 109-131.
Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., & Martin, C. L. (2014). Playing with others: Head Start childrens peer play and relations with kindergarten school competence. Early Childhood Research Quarterly,29(3), 345-356. doi:10.1016/j.ecresq.2014.04.008
Emfinger, K. (2012). Literacy Readiness: Transitional Partnerships Between Preschool and Kindergarten. Childhood Education,88(4), 258-265. doi:10.1080/00094056.2012.699863
Iruka, I. U., Gardner-Neblett, N., Matthews, J., & Winn, D. C. (2014). Preschool to kindergarten transition patterns for African American boys. Early Childhood Research Quarterly,29(2), 106-117. doi:10.1016/j.ecresq.2013.11.004
Lasser, J., & Fite, K. (2011). Universal Preschool’s Promise: Success in Early Childhood and Beyond. Early Childhood Education Journal,39(3), 169-173. doi:10.1007/s10643-011-0449-x
Lehrl, S., Kluczniok, K., & Rossbach, H. (2016). Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school. Early Childhood Research Quarterly,36, 475-488. doi:10.1016/j.ecresq.2016.01.013
Mcintyre, L. L., Eckert, T. L., Arbolino, L. A., Reed, F. D., & Fiese, B. H. (2013). The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists’ Involvement. Early Childhood Education Journal,42(3), 203-210. doi:10.1007/s10643-013-0593-6
Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting Childrens Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI. Early Education & Development,24(7), 1000-1019. doi:10.1080/10409289.2013.825565
Robinson, C., & Diamond, K. (2014). A Quantitative Study of Head Start Children’s Strengths, Families Perspectives, and Teachers’ Ratings in the Transition to Kindergarten. Early Childhood Education Journal 42(2), 77-84. doi: 10.1007/s10643-013-0587-4
Santo, A. D., & Berman, R. (2011). Beyond the Preschool Years: Children’s Perceptions About Starting Kindergarten. Children & Society,26(6), 469-479. doi:10.1111/j.1099-0860.2011.00360.x
Schneider, B. H., Manetti, M., Frattini, L., Rania, N., Santo, J. B., Coplan, R. J., & Cwinn, E. (2014). Successful transition to elementary school and the implementation of facilitative practices specified in the Reggio-Emilia philosophy. School Psychology International,35(5), 447-462. doi:10.1177/0143034313511003
Skouteris, H., Watson, B., & Lum, J. (2012). Preschool children’s transition to formal schooling: The importance of collaboration between teachers, parents, and children. Australasian Journal Of Early Childhood, 37(4), 78-85.
Taylor, K.K., Gibbs, A.S. & Slate, J.R. (2000) Preschool Attendance and Kindergarten Readiness Early Childhood Educ J 27: 191. doi:10.1007/BF02694234
Wildenger, L. K., & Mcintyre, L. L. (2012). Investigating the Relation Between Kindergarten Preparation and Child Socio-Behavioral School Outcomes. Early Childhood Education Journal,40(3), 169-176. doi:10.1007/s10643-012-0509-x
Welchons, L. W., & Mcintyre, L. L. (2014). The Transition to Kindergarten for Children With and Without Disabilities: An Investigation of Parent and Teacher Concerns and Involvement. Topics in Early Childhood Special Education,35(1), 52-62. doi:10.1177/0271121414523141
Yoshikawa, H., Weiland, C., & Brooks-Gunn, J. (2016). When Does Preschool Matter? The Future of Children, 26(2), 21-35. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/43940579
Berlinski, S., Galiani, S., & Manacorda, M. (2007). Giving Children a Better Start: Preschool Attendance and School-Age Profiles. SSRN Electronic Journal, 1417-1440. doi:10.2139/ssrn.969231
Cook, K.D., & Coley, R.L. (2017). School transition practices and children’s social and academic adjustment in kindergarten. Journal of Educational Psychology, 109(2), 166-177. doi: 10.1037/edu0000139
Duncan, G., & Magnuson, K. (2013). Investing in Preschool Programs. The Journal of Economic Perspectives, 27(2), 109-131.
Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., & Martin, C. L. (2014). Playing with others: Head Start childrens peer play and relations with kindergarten school competence. Early Childhood Research Quarterly,29(3), 345-356. doi:10.1016/j.ecresq.2014.04.008
Emfinger, K. (2012). Literacy Readiness: Transitional Partnerships Between Preschool and Kindergarten. Childhood Education,88(4), 258-265. doi:10.1080/00094056.2012.699863
Iruka, I. U., Gardner-Neblett, N., Matthews, J., & Winn, D. C. (2014). Preschool to kindergarten transition patterns for African American boys. Early Childhood Research Quarterly,29(2), 106-117. doi:10.1016/j.ecresq.2013.11.004
Lasser, J., & Fite, K. (2011). Universal Preschool’s Promise: Success in Early Childhood and Beyond. Early Childhood Education Journal,39(3), 169-173. doi:10.1007/s10643-011-0449-x
Lehrl, S., Kluczniok, K., & Rossbach, H. (2016). Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school. Early Childhood Research Quarterly,36, 475-488. doi:10.1016/j.ecresq.2016.01.013
Mcintyre, L. L., Eckert, T. L., Arbolino, L. A., Reed, F. D., & Fiese, B. H. (2013). The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists’ Involvement. Early Childhood Education Journal,42(3), 203-210. doi:10.1007/s10643-013-0593-6
Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting Childrens Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI. Early Education & Development,24(7), 1000-1019. doi:10.1080/10409289.2013.825565
Robinson, C., & Diamond, K. (2014). A Quantitative Study of Head Start Children’s Strengths, Families Perspectives, and Teachers’ Ratings in the Transition to Kindergarten. Early Childhood Education Journal 42(2), 77-84. doi: 10.1007/s10643-013-0587-4
Santo, A. D., & Berman, R. (2011). Beyond the Preschool Years: Children’s Perceptions About Starting Kindergarten. Children & Society,26(6), 469-479. doi:10.1111/j.1099-0860.2011.00360.x
Schneider, B. H., Manetti, M., Frattini, L., Rania, N., Santo, J. B., Coplan, R. J., & Cwinn, E. (2014). Successful transition to elementary school and the implementation of facilitative practices specified in the Reggio-Emilia philosophy. School Psychology International,35(5), 447-462. doi:10.1177/0143034313511003
Skouteris, H., Watson, B., & Lum, J. (2012). Preschool children’s transition to formal schooling: The importance of collaboration between teachers, parents, and children. Australasian Journal Of Early Childhood, 37(4), 78-85.
Taylor, K.K., Gibbs, A.S. & Slate, J.R. (2000) Preschool Attendance and Kindergarten Readiness Early Childhood Educ J 27: 191. doi:10.1007/BF02694234
Wildenger, L. K., & Mcintyre, L. L. (2012). Investigating the Relation Between Kindergarten Preparation and Child Socio-Behavioral School Outcomes. Early Childhood Education Journal,40(3), 169-176. doi:10.1007/s10643-012-0509-x
Welchons, L. W., & Mcintyre, L. L. (2014). The Transition to Kindergarten for Children With and Without Disabilities: An Investigation of Parent and Teacher Concerns and Involvement. Topics in Early Childhood Special Education,35(1), 52-62. doi:10.1177/0271121414523141
Yoshikawa, H., Weiland, C., & Brooks-Gunn, J. (2016). When Does Preschool Matter? The Future of Children, 26(2), 21-35. Retrieved from http://www.jstor.org.proxy.bsu.edu/stable/43940579
