TY - JOUR
T1 - Schooling effects on preschoolers' self-regulation, early literacy, and language growth
AU - Skibbe, Lori E.
AU - Connor, Carol Mc Donald
AU - Morrison, Frederick J.
AU - Jewkes, Abigail M.
N1 - Funding Information:
This work was supported by the National Institute of Child Health and Human Development and the National Science Foundation under grant numbers R01 HD27176 and 0111754 , respectively. Additional funding was provided by the U.S. Department of Education, Institute for Education Sciences, Cognition and Student Learning ( R305H04013 ) and the National Institute of Child Health and Human Development ( R01 HD48539 ).
PY - 2011
Y1 - 2011
N2 - The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n= 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning.
AB - The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n= 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning.
KW - Literacy
KW - Schooling
KW - Self-regulation
KW - Vocabulary
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U2 - 10.1016/j.ecresq.2010.05.001
DO - 10.1016/j.ecresq.2010.05.001
M3 - Article
AN - SCOPUS:78649637539
SN - 0885-2006
VL - 26
SP - 42
EP - 49
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 1
ER -