Sustaining the Pre-K Boost: Skill Type Matters. Policy Brief
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| Title: | Sustaining the Pre-K Boost: Skill Type Matters. Policy Brief |
|---|---|
| Language: | English |
| Authors: | Robert Pianta, Kelly Purtell, Meghan McCormick, Lisa Knoche, Margaret Burchinal, Dana Ludvik, Ellen Peisner-Feinberg, Early Learning Network at the University of Nebraska-Lincoln |
| Source: | Early Learning Network - University of Nebraska-Lincoln. 2021. |
| Availability: | Early Learning Network. University of Nebraska-Lincoln. 62 Carolyn Pope Edwards Hall, Lincoln, NE 68588-0235. Tel: 402-472-2448; e-mail: earlylearningnetwork@unl.edu; Web site: https://earlylearningnetwork.unl.edu/ |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Document Type: | Reports - Evaluative |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Preschool Children, Kindergarten, School Readiness, Program Effectiveness, Academic Achievement, Basic Skills, Control Groups, Preschool Education, Skill Development |
| Abstract: | The experiences and learning opportunities children are exposed to in pre-K give them a boost as they enter school. However, the positive effects of pre-K attendance on children's academic and cognitive skills become smaller and sometimes disappear by third grade due to non-attenders "catching-up" to their peers. To make pre-K programs more effective, it may be key to create policies and practices that strengthen instruction to support children's unconstrained skills, such as vocabulary, problem-solving and critical thinking. This brief examines patterns of children's performance on assessments of different types of skills in the fall and spring of kindergarten for children who attended pre-K and their classmates who had no prior pre-K experience. The authors explore factors that may be related to reasons why growth in pre-K attenders' skills slows during the kindergarten year, in turn helping non-attenders quickly "catch up" to their peers. This brief concludes by providing recommendations for policy and practice. |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED652238 |
| Database: | ERIC |
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