The Effects of Full-Day Prekindergarten: Experimental Evidence of Impacts on Children’s School Readiness
| Autor: | Allison Atteberry, Vivian C. Wong, Daphna Bassok |
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| Rok vydání: | 2019 |
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Vocabulary
media_common.quotation_subject education 05 social sciences Social change Ethnic group 050301 education Child development Education Developmental psychology law.invention Randomized controlled trial law 0501 psychology and cognitive sciences Early childhood Psychology 0503 education Socioeconomic status At-risk students 050104 developmental & child psychology media_common |
| Zdroj: | Educational Evaluation and Policy Analysis. 41:537-562 |
| ISSN: | 1935-1062 0162-3737 |
| DOI: | 10.3102/0162373719872197 |
| Popis: | This study is a randomized control trial of full- versus half-day prekindergarten (pre-K) in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (4 days/week) or full-day (5 days/week) pre-K that increased class time by 600 hours. The full-day pre-K offer produced substantial, positive effects on children’s receptive vocabulary skills (0.275 standard deviations) by the end of pre-K. Among children enrolled in district schools, full-day participants also outperformed their peers on teacher-reported measures of cognition, literacy, math, physical, and socioemotional development. At kindergarten entry, children offered full day still outperformed peers on a widely used measure of basic literacy. The study provides the first rigorous evidence on the impact of full-day preschool on children’s school readiness skills. |
| Databáze: | OpenAIRE |
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