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Distinctions Without a Difference? Preschool Curricula and Children's Development.

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Title: Distinctions Without a Difference? Preschool Curricula and Children's Development.
Authors: Jenkins, Jade Marcus1 jvjenkin@uci.edu, Whitaker, Anamarie Auger2, Nguyen, Tutrang1, Yu, Winnie1
Source: Journal of Research on Educational Effectiveness. Jul-Sep2019, Vol. 12 Issue 3, p514-549. 36p.
Subject Terms: *Preschool curriculum, *Curriculum, *Child development, *Classrooms, *Preschool education
Geographic Terms: United States
Abstract: Public preschool programs require the use of a research-based, whole-child curriculum, yet limited research examines whether curricula influence classroom experiences and children's development. We use five samples of preschool children to examine differences in classroom processes and children's school readiness by classroom curricular status (curriculum/no curriculum), and across classrooms using different curricular packages. When a teacher reports using a curriculum, their classroom processes are indistinguishable from classrooms where teachers report using no curriculum. Some differences in classroom activities emerged across classrooms using different curricula; however, substantial variability exists across classrooms using the same curriculum. Head Start program fixed effects models and meta-analytic regressions reveal few associations between curricula and children's skills. Findings question whether preschool curricular policy benefit child development. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Jul-Sep2019, Vol. 12 Issue 3, p514-549. 36p.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+curriculum%22">Preschool curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink>
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  Data: Public preschool programs require the use of a research-based, whole-child curriculum, yet limited research examines whether curricula influence classroom experiences and children's development. We use five samples of preschool children to examine differences in classroom processes and children's school readiness by classroom curricular status (curriculum/no curriculum), and across classrooms using different curricular packages. When a teacher reports using a curriculum, their classroom processes are indistinguishable from classrooms where teachers report using no curriculum. Some differences in classroom activities emerged across classrooms using different curricula; however, substantial variability exists across classrooms using the same curriculum. Head Start program fixed effects models and meta-analytic regressions reveal few associations between curricula and children's skills. Findings question whether preschool curricular policy benefit child development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/19345747.2019.1631420
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      – Code: eng
        Text: English
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        PageCount: 36
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      – SubjectFull: Preschool curriculum
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Classrooms
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      – SubjectFull: Preschool education
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      – SubjectFull: United States
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      – TitleFull: Distinctions Without a Difference? Preschool Curricula and Children's Development.
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            NameFull: Nguyen, Tutrang
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            – D: 01
              M: 07
              Text: Jul-Sep2019
              Type: published
              Y: 2019
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